Progressive structural model of academic procrastination between cognitive styles of emotion regulation and cognitive errors with mediating role of self-disability in students

Subject Areas : Psychology

Maryam Sadeghi Maleki ¹ , Alireza Mollazade ²

1 - M.A. student in Educational Psychology, Islamic Azad University, Electronic Department, Tehran, Iran
2 - Assistant Professor, Department of Psychology, Islamic Azad University, Ashtian Branch, Ashtian, Iran

Received: 2022-02-26 Accepted : 2023-01-03 Published : 2023-01-21

Keywords: Academic Procrastination, Cognitive Emotion Regulation Styles, Cognitive Errors, Self-Disability,

Abstract :

The aim of this study was to determine the fit of the structural model of predicting academic procrastination based on cognitive styles of emotion regulation and cognitive errors with the mediating role of self-disability in students. The present study was an applied type of descriptive and correlational research (structural equation modeling analysis). In the present study, the statistical population of all male and female high school students (secondary school) in districts 7 and 8 of Tehran in the academic year 2021-2022 was 8522 people. The sample size was 250 students who were selected by non-random and available sampling method. Jones & Rhodewalt's Self-handicapping scale (1982), Gross & John's Cognitive emotion regulation styles questionnaire (2003), Abdollahzadeh and Salar's cognitive distortion questionnaire (2010) and Tuckman's academic procrastination scale (1991) were used to collect data. Data were analyzed by Pearson correlation coefficient test and path analysis. The results showed that cognitive emotion regulation styles have a direct effect on academic procrastination in students. Cognitive errors have a direct effect on academic procrastination in students. Self-disability has a direct effect on academic procrastination in students. Cognitive errors have an indirect effect on procrastination with the mediating role of self-disability in students. Cognitive emotion regulation styles have an indirect effect on procrastination with the mediating role of self-disability in students.