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The role of self-esteem and emotion regulation in predicting student,s academic procrastination
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Bahman Akbari    1, Gita Alipour2 , Ismail Yousefpour Karbasdehi2 , Bahareh Shah Alizadegan2 |
1- Rasht Branch, Islamic Azad University , Bakbari44@yahoo.com
2- Rasht Branch, Islamic Azad University |
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Abstract: (62 Views) |
Introduction: Students are always subject to academic neglect for various reasons. Meanwhile, the role of emotions, self-esteem and ability to regulate excitement is important. The aim of this study was to determine the prediction of academic procrastination on the basis of self-esteem and emotion regulation in students.
Method: In this cross-sectional study, 150 male students residing in the dormitory of Qazvin University of Medical Sciences in 2018 participated in this study. They were selected by random sampling method in Solomon and Rothblum (1984) educational oversight questionnaires, Rosenberg self-esteem (1989) and the emotional regulation of Gross and John (2003). The data were analyzed using Pearson correlation coefficient and multiple stepwise regression tests.
Results: The results showed that there is a negative and significant relationship between self-esteem, total score of emotion regulation and cognitive restraint and cognitive re-evaluation subscales (P <0.001). The results of regression analysis also showed that cognitive restraint and self-esteem variables predict a total of 33% of the student's academic procrastination changes.
Conclusion: Accordingly, it can be concluded that self-esteem and emotional regulation are related to student's academic procrastination and can predict it meaningfully. Regarding the findings, improving their emotion regulation and self-esteem can facilitate the prevention of procrastination.
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| Keywords: academic procrastination, self-esteem, emotional regulation, Students |
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Full-Text [PDF 443 kb]
(26 Downloads)
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Article Type: Original Research |
Subject:
Student Interaction with Education
Received: 2019/02/12 | Accepted: 2019/05/12 | Published: 2024/11/30
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