Comparison of Academic Procrastination, Aggression and Academic Engagement of Students Based on Their Membership in Virtual Networks in the First Grade of High School Girls in Tabriz

Subject Areas : Educational Psychology

Nagibeh Bayazi ¹ , Parisa Mosavati Azar ²

1 - 1- M.Sc. Counseling and Guidance, Faculty of Psychology and Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran
2 - Ph. D. in Educational Psychology, Faculty of Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran

Received: 2020-06-23 Accepted : 2020-09-12 Published : 2020-12-20

Keywords: aggression, virtual networks, Academic Engagement, Educational procrastination, girl’s student,

Abstract :

This study was conducted with aimed to comparison of academic procrastination, aggression and academic engagement of students based on their membership in virtual networks in the first grade of high school girls in Tabriz. The research method was causal-comparative. The statistical population of the study consisted of high school female students of Tabriz high school in the academic year of 2017-2018. Their number was 32469 according to the report of the Education Department. The statistical sample included 67 students in virtual networks and 34 non-virtual students who were randomly selected from two schools. Data were collected by Bass & Perry's aggression questionnaire, Solomon and Rathblom’s procrastination assessment and Zarang Educational Inventory. Data analysis was done by multivariate analysis of variance. The results of the study showed that there is a significant difference in student involvement based on membership in virtual networks in students, but there is no significant difference in the amount of work and aggression and its components. Therefore, membership in virtual networks can affect students' academic engagement.