Investigating the relationship between self-regulated learning strategies, motivational beliefs and academic emotions with academic procrastination in second year high school students.

Zahra Mozafari Bi Safar¹ Mahdiyeh Haggi Kaljan² Lila Hagi Kaljan³

1) Master s degree in Educational Psychology, Urmia University
2) Master s degree in educational management, Urmia University
3) Master s student in educational management, Urmia University

IOI Code : XEBH-HCKEG
Publication : 2nd National Conference on Clinical Psychology of Children and Adolescents(cpcauma2.ir)
Abstract :
    Academic procrastination is one of the important academic issues of students. The main purpose of this research is to investigate the relationship between self-regulated learning strategies, motivational beliefs and academic excitement with academic procrastination in second year secondary school students in Urmia city. The second period of secondary school was in the academic year 1402-1401. 360 students were selected by cluster sampling method using the Karjesi-Morgan table. In this research, Takman s academic procrastination questionnaires (1991), self-regulated learning strategies and motivational beliefs of Pintrich and DeGroot (1990) and Pakran s academic emotions (2002) were used. The data was analyzed using spss24 and through Pearson s correlation test and stepwise regression. Data analysis using Pearson s correlation coefficient showed that there is a negative and significant relationship between the components of self-regulated learning strategies and academic procrastination. Also, there is a negative and significant relationship between the components of motivational beliefs and academic procrastination, and there is a positive and significant relationship between the component of exam anxiety and academic procrastination. In addition, the results of this research showed that of the two components of positive and negative academic emotions, positive academic emotions have a negative relationship with academic procrastination, and negative academic emotions have a positive and significant relationship with academic procrastination. Therefore, according to the findings of the present research, in order to reduce academic procrastination of students, negative academic emotions can be reduced and positive academic emotions and self-regulated learning strategies can be improved.

Keywords : academic procrastination self regulation strategies motivational beliefs academic excitement