چكيده لاتين :
Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.
Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.
Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.
Abstrac
Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.
Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.
Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable had a significant positive effect on students' academic procrastination. In other words, academic procrastination is a function of perception of class structure on the one hand and students' self-supervision on the other hand. So in this way, the focus of educational systems should be based on the optimal management of these variables.
Abstrac
Objective: The purpose of this study was to investigate the role of self-regulatory moderation in the relationship between perception of class structure and students' academic procrastination.
Method: The present study is based on the purpose is the applied type and in terms of data collection, is a descriptive correlational type and more precisely of the type of structural equations. The statistical population of the study was 1809 peoples of first secondary school students in Gachsaran City, of which 328 were using Krejcie and Morgan table with two methods of stratified random sampling and multi-stage cluster sampling as Sample selected. Data were collected using Snyder and Conchesta (1974) self-monitoring questionnaires, Blackburn classroom structure perception (1998) and Solon and Rothblom (1998) academic procrastination and analyzed using SPSS and AMOS software. For this purpose, first the share of each class in the sample is determined, then from 21 schools for boys, 4 schools and from among 18 schools for girls, 3 schools and finally from each school, 2 classes are randomly selected and all students of this Classes were included in the study as a statistical sample. The product of this process was the completion and collection of 321 questionnaires from the study sample. Also, in order to test the relationships between variables in the assumed model, Pearson correlation coefficient test and structural equation modeling method have been used.
Results: The results showed that the fit indices (absolute, adaptive and destination) of the moderating model of the self-regulatory variable without the need for editing, modification and correction are significantly in good condition. Also, the variables of perception of class structure -0.68 and self-regulation explain 0.22 of the scattering of academic procrastination scores and the indirect effect of perception of class structure on academic procrastination with the role of self-regulatory mode is 0.214, which is The comment is statistically significant. Based on these findings, it can be stated that the perception variable of class structure had a significant inverse effect and the self-regulatory variable
