چکیده:
The present research was conducted on the subject of the relationship between perception of classroom climate and student procrastination: the mediating role of self-regulation. The research method used in this study was descriptive and correlational, in which the researcher sought to identify the relationship between perception of classroom climate and student procrastination: the mediating role of self-regulation. The statistical population of this research was high school students in Saveh County, numbering 4,500. In this research, to determine the sample size, the Krejcie and Morgan (1972) table was used, and from a population of 4,500 people, 1 person was selected as the sample size using stratified random sampling. The research data collection tools were the 10-item procrastination scale by Schwarzer and Ehl (2000); the 28-item motivational self-regulation scale by Walters (1998); and the 31-item classroom environment perception questionnaire by Gentry, Gable, and Reisa (2002). Data were analyzed using SPSS and PLS software. The results showed that there is a positive relationship between the perception of classroom climate and its components with procrastination; there is a relationship between the components of perception of classroom climate and self-regulation; also, there is a significant positive relationship between self-regulation and procrastination, and finally, the results indicate the mediating role of the self-regulation variable.
خلاصه ماشینی:
Assistant Professor of Educational Sciences Department, University of Qom, Iran Abstract The present research was conducted on the topic of the relationship between perception of classroom climate and student procrastination: the mediating role of self-regulation.
The research method used in this study was descriptive and correlational, in which the researcher aimed to identify the relationship between perception of classroom climate and student procrastination: the mediating role of self-regulation.
The research data collection tools included the 10-item procrastination scale by Schwartz and Ehl (2000); the 28-item motivational self-regulation scale by Walters (1998); and the 31-item classroom environment perception questionnaire by Gentry, Gable, and Rezza (2002).
Research Methodology The research method used in this study is descriptive, of the survey and correlational type, in which the researcher aims to identify the relationship between the perception of classroom climate and student procrastination: the mediating role of self-regulation.
Data analysis in chapter four showed that there is a positive and significant relationship between the perception of classroom climate and self-regulation with student procrastination.
Therefore, the present research was conducted with the aim of investigating the mediating role of self-regulation in the relationship between classroom climate and student procrastination.
Second Hypothesis: There is a significant relationship between the mediating role of self-regulation and the perception of classroom climate and student procrastination.
The findings obtained from the data analysis in chapter four showed that there is a positive and significant relationship between the mediating role of self-regulation and the perception of classroom climate and student procrastination.
(
, 
, 
)
