The Role of Resilience Components and Self-regulatory Strategies in Discriminating Students’ Academic Procrasti-natorsion and Non- procrastinations

Document Type : Original Article

Authors

1 M.A. in Educational Psychology, Faculty of Education and Psychology, Kharazmi University, Tehran, Iran

2 M.A. in Educational Psychology, Faculty of Literature and Humanities, Qom University, Qom, Iran

3 Assistant Professor, Department of Language and Literature, Farhangian University, Qom, Iran.

Abstract

The aim of this study was to determine the role of resilience components and self-regulatory strategies in differentiating between students’ acdemic procrastination and non- procrastination. This research was causal- comparative type; it was carried out with the method of analysis of the detection function. The statistical population of the present study included all female and male students of Qom University who were 10071 people in the academic year of 1399-1400. Based on the Morgan and Karjasi table, 420 students were selected by the available sampling method. The tools used in this study included the Solomon and Rothblum academic procrastination scale (1984), the Samuels academic resilience questionnaire (2004), and the Pintrich and DeGroot self-regulatory strategies questionnaire (1990). The data collected was analyzed using the diagnostic function analysis method. The findings of the diagnostic function analysis led to a meaningful function, according to which the metacognitive, motivational and problem-oriented self-regulation strategies related to resilience had the highest differentiation power in two groups of students. Also, the results of the detection function showed that about 78% of people were correctly grouped into the initial classes. According to the research findings, students ' academic procrastiration can be reduced and improved by developing appropriate educational programs as well as implementing strategies to strengthen academic resilience and self-regulation and to create a facilitating environment for learners

Keywords

References

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History

  • Receive Date: 30 April 2024
  • Revise Date: 16 June 2024
  • Accept Date: 19 June 2024

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