Abstract:
Aim: The aim of the present study is to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. Method: The method is descriptive-correlational, and the statistical population includes all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. Findings: The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p Results and Discussion: It seems that increasing the achievement motivation and reducing the test anxiety is a key factor in reducing procrastination and self-handicapping.
Machine summary:
The Role of Achievement Motivation and Test Anxiety in Predicting Students' Self-handicapping and Procrastination Leyla Shamsnezhad Ph. D.
Department of Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran Abstract The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination.
Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data.
The Results of Significant Regression of Procrastination by Test Anxiety, Achievement Motivation )VIew the image of this page) According to the F statistics seen in Table 4 (p the following, the multiple correlations between the variables and the explanatory coefficient are presented.
Discussion and Conclusion Significant results of regression show that predicting the variability of procrastination based on test anxiety variables, achievement motivation and self- handicapping is significant.
Our results show that test anxiety predicts the procrastination which is justifiable so that literature found that test anxiety is caused by low self-esteem (Sary, Bilek & Celik, 2017; Yoon & Kwon, 2015) which as domestic literature (Farhadi et.
Also, the results of regression show that predicting the variable of self-handicapping based on test anxiety variables, achievement motivation and significant negligence are significant.
The Study of academic procrastination based on demographic variables and its relationship with the motivation of academic achievement and performance of high school students.