Investigate the structural equation model between cognitive fatigue and perfectionism with academic procrastination: by testing the mediating role of emotion self-regulation

Document Type : Research Article

Authors

1 عضو هیات علمی دانشگاه ارومیه

2 Urmia University

3 Department of Psychology,Ardabil Branch,Islamic Azad University,Ardabil,Iran ;Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili.

10.22084/j.psychogy.2024.29144.2679

Abstract

progress is to pay attention to psychological aspects, especially student procrastination. This study aims to investigate the structural equation model between cognitive fatigue and perfectionism with academic procrastination: by testing the mediating role of emotion self-regulation.

Method: The research method of the present study was the structural equation model correlation. The statistical population of this research included all second year high school students of Urmia city in 2023, a sample of 200 people was selected from the statistical population through a multi-stage cluster random sampling method. were used to collect the data of this research Aitken's procrastination questionnaire, Rasouli and Bahrami's academic perfectionism questionnaire, Hoffman and Kashden's emotional self-regulation questionnaire and Smets et al.'s multidimensional fatigue measurement questionnaire (MFI).

Findings: The results of Pearson's correlation coefficient analysis showed that there is a significant correlation between the variables of cognitive fatigue, perfectionism, procrastination, and emotional regulation, and the standard path coefficients showed direct paths of cognitive fatigue to academic procrastination (β=0.71). ; And academic perfectionism is statistically significant to academic procrastination (β=0.63). Also, to investigate the indirect paths, the results of the AMOS software bootstrap test showed that the lower limit and the upper limit of the indirect paths of cognitive fatigue and perfectionism through emotional self-regulation; they do not include zero, which indicates the significance of indirect paths.

Conclusion: It is recommended to the specialists of the education system to prevent procrastination of students by holding training workshops on emotion regulation skills.

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Biquarterly Journal of Cognitive Strategies in Learning

Articles in Press, Accepted Manuscript
Available Online from 09 July 2024

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