Structural Equation Modeling of Academic Procrastination Based on Motivational Beliefs with the Mediating Role of Academic Vitality Among Students

The research was aimed at structural equation modeling of academic procrastination based on motivational beliefs with the mediating role of academic vitality among students. This descriptive research was of correlation type based on structural equation modeling (SEM). The statistical population consisted of all 2nd grade high school students in Hamedan in the academic year 2022. In this research, 304 people were selected using cluster multistage sampling. Data collection tools included Solomon and Roth Bloom’s Academic Procrastination Questionnaire (1986), Pintrich and Digrott’s Motivational Strategies for learning questionnaire (1990), and Martin and Marsh’s academic vitality questionnaire (2008). Data was analyzed by SPSS-25 and Amos-24 software. The results showed that motivational beliefs predicted academic procrastination directly (β= -0.47), academic vitality predicted academic procrastination directly (β= -0.45), and motivational beliefs with the mediating role of academic vitality predicted academic procrastination (β= -0.26). According to the results, motivational beliefs and academic vitality are among effective factors on academic procrastination. In other words, students can be helped to overcome their own academic procrastination by intervening and improving motivational beliefs and academic vitality.