Predicting the academic achievement of students with academic procrastination in Isfahan high school based on personality types and time perspective

Subject Areas : Educational Science

elham foroozandeh ¹ , Mahsa Kadkhodaei ²

1 - Department of psychology, Naein branch, Islamic Aazad University, Naein, Iran
2 - M.A. in Clinical Psychology, Naein Branch, Islamic Azad University, Naein, Iran.

Received: 2020-12-14 Accepted : 2021-12-06 Published : 2022-02-20

Keywords: Academic Achievement, Academic Procrastination, personality types, time perspective,

Abstract :

The purpose of this study was to predict the academic achievement of students with academic procrastination in Isfahan high school based on personality types and time perspective. The statistical population of the study was students with academic procrastination in the second year of high school in Isfahan in the academic year 1398-1399 who 100 of them were selected through multi-stage cluster sampling as sample. Data were collect by Solomon and Roth academic procrastination questionnaire (1984), Zimbardo and Boyd time perspective(1999), Myers Briggs personality types (Form M) (1993), and the average grade point of students in the previous academic year to assess their academic achievement, and were analyzed by Pearson correlation coefficient and multivariate regression in SPSS-24 software. The results showed that extraverted-Intuitive-rational-perceptual personality type (ENTP) had a significant negative relationship with students' academic achievement. Also, there was a significant negative relationship between the dimensions of the negative past, pleasure present and passive in the present with academic achievement; and there was a significant positive relationship between prospective and positive past with academic achievement. In addition, the other results of this study showed that among the types of personality, ENTP personality type and among the dimensions of the time perspective, Negative past, pleasure present and passive present variables were significant predictors of academic achievement in students with academic procrastination. Therefore, it is possible to increase the academic achievement of students with academic procrastination by providing timely and appropriate interventions to improve the prospect of future time by considering personality types.