Structural Relationships between Academic Procrastination and Quality of School Life with the Mediating Role of Difficulty in Emotional Regulation

Background: Quality of school life is defined as the overall student satisfaction with their experiences of school activities. This study is aimed at investigating the structural relationships between academic procrastination and quality of school life with the mediating role of difficulty in emotional regulation. Methods: This correlational study adopts the structural equations method. The statistical population consists of 4734 female high school students in the city of Kerman, in 2018-2019. A sample of 353 subjects was selected through Cochran s formula using the random cluster sampling method. To collect data, Ainley and Burke s Quality of School Life Scale, Solomon and Rothblum s Procrastination Assessment Scale for Students (PASS) and Graz and Roemer s Difficulty in Emotion Regulation Scale (DERS) were used. The validity and reliability of the questionnaires was confirmed through factor analysis and Cronbach s alpha, respectively. Research data were analyzed through inferential statistics. SEM and confirmatory factor analysis were applied using SPSS and AMOS. Results: The results showed that the variable of academic procrastination has a negative and significant effect on the quality of the students’ school life with a negative coefficient (β = -0.722) and a significance equal to 0.000. Academic procrastination has a significant and direct effect on the difficulty of emotional regulation according to the positive coefficient (β = 0.528), and a significance equal to 0.000. Conclusion: According to the results, the variable of academic procrastination has a negative and significant effect on the quality of school life among the students. The academic procrastination variable has a significant and direct effect on the difficulty of emotional regulation.