چکیده:
The main objective of the present research was to examine the predictability of academic procrastination based on low self-efficacy and academic self-handicapping among second-stage secondary school students. This research was descriptive-correlational in nature and conducted within a quantitative framework. The statistical population included all 8,460 first-stage secondary school students in the city of Malayer during the first semester of the 1403–1404 academic year. From this population, a sample of 130 individuals was selected randomly. Three questionnaires were used for data collection: the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the low self-efficacy questionnaire based on the version by Pekran, Goetz, Frenzel, Brächfeld, and Perry (2011), and the Cunningham (2007) Academic Self-Handicapping Questionnaire. The results from the correlation test showed that there is a significant positive relationship between low self-efficacy and academic procrastination. Additionally, a significant positive correlation was observed between academic self-handicapping and academic procrastination. Regression analysis also showed that approximately 20 percent of the variance in academic procrastination is explained by the two variables of low self-efficacy and academic self-handicapping; such that both variables played a significant role in predicting academic procrastination.
خلاصه ماشینی:
com Abstract The main objective of the present research was to examine the predictability of academic procrastination based on low self-efficacy and academic self-handicapping among secondary school students.
Three questionnaires were used for data collection: the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the low self-efficacy questionnaire based on the version by Pekran, Goetz, Frenzel, Brachtfeld, and Perry (2011), and the Cunningham (2007) Academic Self-Handicapping Questionnaire.
Solutions such as precise planning, setting a schedule, creating a suitable environment for study, the presence of encouraging elements, and using attractive and diverse educational methods are among the strategies that help students prevent academic procrastination (Yang, Liu, Ding, Hong, and Jiang, 2021).
Low self-efficacy is a negative emotional state that causes a sense of repetition and lack of motivation in students, which effectively impacts their ability to perform academic tasks and can pave the way for failure in matters related to lessons and school (Templer and Nicolescu, 2022).
In general, low self-efficacy, which refers to the sense of fatigue, lack of motivation, and lack of interest of students regarding academic activities, and academic self-handicapping, which includes intentional avoidance of assignments and studying, can be considered important precursors to academic procrastination.
Therefore, given the importance of the subject and the existing gap, the present research seeks to answer the question of whether academic procrastination is predictable based on low self-efficacy and academic self-handicapping in second secondary school students?
The required data were collected using the academic procrastination questionnaires by Solomon and Rothblum (1984), low self-efficacy by Pekran, Goetz, Frenzel, Brachtfeld, and Perry (2011), and academic self-handicapping by Cunningham (2007).
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