پيش بيني ميزان اهمال كاري تحصيلي براساس راهبردهاي خودتنظيمي در يادگيري

Predicting Academic Procrastination on the Basis of Learning Self-Regulation Strategies

The aim of this study was predicting academic procrastination based on learning self-regulation strategies. The sample comprised 400 students (158 males and 242 females) of different university subjects from eight faculties of Shiraz University. These students, who were selected via multi-stage cluster sampling procedure with class sampling unit, completed Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and Scale of Academic Procrastination (Solomon & Rothblum, 1984). Regression analysis procedure was used for analyzing the data. The findings of the study indicated that self-regulation strategies negatively and significantly predict academic procrastination. With respect to motivational strategies components, findings indicated that self-efficacy internal value, test anxiety and cognitive strategies negatively predicted academic procrastination. Also, this study revealed that there was a significant difference between male and female students in their mean score in self- regulation strategies, cognitive strategies, and academic procrastination. Female students used more self-regulation strategies and cognitive strategies and less academic procrastination than male students. Finally, the findings were discussed with regard to the research literature and suggestions for further investigations were set forth.