Designing and Testing the Fit of the Academic Help-Seeking Model Based on the Sense of Connectedness to the School, Social-Emotional Competence and Teacher's Communication Styles with the Mediation of Academic Procrastination

Document Type : Research Article

Authors

1 PhD student in Educational Psychology, Arak Branch, Islamic Azad University, Arak, Iran

2 Assistant Professor, Department of Psychology, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran

3 Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Salman Farsi University of Kazerun, Kazerun, Iran

Abstract

Objective: The purpose of the present study was to design and test the fit the academic help-seeking model based on the sense of belonging to the school, social-emotional competence, and the teacher's communication styles with the mediation of academic procrastination.
Methods: The method of the research was correlational and structural equation analysis. The statistical population consisted of 14,842 fifth and sixth grade students of Arak city in the academic year 2019-2020, and a sample of 501 was selected using cluster random method. The research tools included help-seeking behavior by Ryan and Pintrich (1997), sense of belonging to school by Berw et al. (2004), social-emotional competence by Zhou and Ee (2012), teacher-student interaction atmosphere by Belmont et al. (1992) and Tuckman's procrastination questionnaire (1991). Structural equation analysis method was used for data analysis using SPSS 22 and LISREL8.8 software.
Results: The results showed that the proposed model had a good fit with the data. Based on results, the direct effect of feeling of belonging to the school, social-emotional competence and communication styles was positive and significant on the help-seeking acceptance and negative and significant on the help-seeking avoidance and academic procrastination (p<0.01). The effect of academic procrastination on the help-seeking acceptance and avoidance dimension was significant. Also, academic procrastination had a significant mediating role in the model.
Conclusions: The positive effects of the sense of belonging to the school, social-emotional competence and communication styles have an effective role in reducing academic procrastination and lower procrastination is effective in increasing the help-seeking behavior of students.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 11, Issue 21 - Serial Number 21
January 2024
Pages 157-175

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