The Relationship between Hopefulness and Academic Achievement: The Mediating Role of the Academic Procrastination

Setayeshi Azhari, Mohammad; Mirnasab, Mirmahmod; Mohebbi, Mina

Manuscript ID : 530995 Visit : 193 Page: 125 - 142

Article Type: Original Research

The Relationship between Hopefulness and Academic Achievement: The Mediating Role of the Academic Procrastination

Subject Areas : Educational Psychology

Mohammad Setayeshi Azhari ¹ (دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران)
Mirmahmod Mirnasab ² (دانشیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران)
Mina Mohebbi ³ (دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران)

Received: 2016-06-20 Accepted : 2016-11-02 Published : 2017-05-22

Keywords: Academic Achievement, Academic Procrastination, Hopefulness,

Abstract :

The aim of the current study was to examine the structural relationship between hopefulness and academic achievement with the mediating role of academic procrastination among students. The participants included 150 second grade middle school male students who were chosen through multistage cluster sampling method. Solomon and Rothblum’s academic procrastination scale and Snyder’s hope scale were administered. Structural equation modeling (SEM) and Bootstrap tests were conducted to explore direct and indirect pathways of the study model respectively. The results showed that hopefulness and academic achievement are antecedents and consequences of academic procrastination among students respectively. The results indicated that academic procrastination has a significant mediating role on the relationship between hopefulness and academic achievement. The findings of this study could help school counselors, education psychologist, and teachers to reduce students’ procrastination and academic problems.

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