The Relationship Between Traditionalism-Modernist Cognitive Styles With Academic Procrastination And Students' Academic Achievement

Document Type : Research Article

Authors

1 Professor, Department of Psychology and Educational Sciences, Sistan and Baluchestan University, Zahedan, Iran

2 M.Sc. Student of Educational Psychology, Faculty of Psychology, Sistan and Baluchestan University, Zahedan, Iran

Abstract

Objective: The aim of this study was to determine the relationship between traditionalism-modernist cognitive styles with academic procrastination and students' academic achievement.
Method: The research method is descriptive-correlational type. The statistical population of this study includes all female high school students in Zabol who are studying in the academic year of 1399-1400. The statistical sample group includes 349 students who were selected by multi-stage cluster random sampling method and they answered the Kirton Cognitive Styles Questionnaire and Solomon & Rothblum Academic Procrastination Questionnaire. The academic achievement index was GPA. Data were analyzed by Pearson correlation coefficient and stepwise regression.
Results: The results of Pearson correlation coefficient showed that there was a significant inverse relationship between traditionalism-modernist cognitive styles and academic procrastination and its components (P <0.01), there was a positive and significant relationship between traditionalism cognitive style and academic achievement (P <0.01), but there was no significant relationship between modernist cognitive style and academic achievement (P> 0.01). The results of stepwise regression analysis showed that cognitive styles can explain 52.2% of students' academic procrastination (P <0.01). Also, among cognitive styles, only the traditionalism cognitive style was able to explain 21.3% of the students' academic achievement (P <0.01).
Conclusions: According to the results, it can be said that cognitive styles have relationship with academic procrastination and students' academic achievement and can predict them.
 

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Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 9, Issue 17
November 2021
Pages 199-214

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