The Effects of Psychological Needs and Academic Motivation on Academic Procrastination: Testing Model Invariance Across Male and Female Students

Document Type : Original Article

Author

Department of Counseling, Faculty of Physical Education and Behavioral Sciences, Farhangian University, Tehran, Iran.

Abstract

A review of the research literature indicates that the causal relationships between basic psychological needs, academic motivation, and academic procrastination may differ between male and female students. Accordingly, the present study examined the invariance of the proposed model across male and female university students. Specifically, it aimed to investigate the effects of basic psychological needs and academic motivation on academic procrastination. Methodologically, the study employed a correlational design. Using Cochran's formula, a total of 548 students were selected from the faculties of Ayatollah Amoli Islamic Azad University through proportional stratified sampling. Data were collected using three standardized questionnaires: the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Basic Psychological Needs Scale (Deci & Ryan, 2000), and the Academic Motivation Scale (Vallerand, 1992). The data were analyzed using path analysis in AMOS software. The findings indicated that the model variables explained approximately 8% of the variance in academic procrastination among the students. The standardized path coefficient from basic psychological needs to intrinsic motivation, as well as those from amotivation, intrinsic motivation, and extrinsic motivation to academic procrastination, was significant among both male and female students. However, the path from basic psychological needs to extrinsic motivation was not significant in either group. Overall, the invariance of the model's path coefficients across the two gender groups was supported, although the strength of the causal relationships differed between them. More specifically, six paths were found to be invariant across the two groups. The findings suggest that similar approaches may be adopted to address and reduce academic procrastination among male and female university students.

Keywords

References

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Research In Instructional Methods
Volume 4, Issue 2 - Serial Number 14
November 2026
Pages 84-105

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History

  • Receive Date: 03 August 2025
  • Revise Date: 01 November 2025
  • Accept Date: 27 November 2025

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