Authors
1 Faculty Member, Department of Education Sciences, Islamic Azad University Dezful Branch, Dezful, Iran
2 Ph.D Student in Clinical Psychology, University of Science and Culture, Tehran, Iran
Abstract
The present study aimed to investigate the role of psycho-social theory components of Dweck (intelligence beliefs and achievement goals) for prediction the academic procrastination among students. Research method was a descriptive and correlation study. Using classified-random sampling, 375 students (175 female, 200 male) were selected from students of humanities, engineering and medical science colleges at Islamic Azad University, Dezful branch. All the participants were asked to complete the following questionnaires: Procrastination Scale (Lay 1986), Implicit of Intelligence Scale (Abd-El-Fattah and Yates 2006), and Achievement Goal Questionnaire (Elliot and McGregor 2001). Results showed a significant positive relationship between academic procrastination with entity intelligence beliefs, performance-approach goals, and performance-avoidance goals. Also, there was a negative significant relationship between procrastination with incremental intelligence beliefs and mastery-approach goals (P<0.01). The results of stepwise Regression showed that the variables mastery-approach goal, performance-approach goal, and incremental intelligence belief could predict the academic procrastination.
Keywords
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