The Role of Emotional Self-Regulative, and Behavioral Procrastination in Anticipation of Students" School Engagement

Document Type : Research Article

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Abstract

Purepose: The concept of school engagement is one of concepts used by various researchers in the area education and training. Researches has shown emotional self-regulation and behavioral procrastination are related to the components of school engagement. So, the purpose of this study was to investigate the role of emotional self-regulative, and behavioral procrastination in anticipation of students" school engagement.
Way: The research was descriptive, correlational type. The population consisted of all highschool students in Javanrood in 2017, By cluster random sampling a sample size of 306 persons were selected. For data collection, emotional self-regulation, behavioral procrastination and school engagement questionnaires were used. The findings were done using spss20 using Pearson correlation and multivariate regression analysis in stepwise method.
Results: The results showed that there is positive relationship between emotional self-regulation and school engagement and the negative relationship between behavioral procrastination and school engagement. The correlation coefficient of the variable emotional self-regulation with school engagement is 0.48, Also, the correlation coefficient of Behavioral procrastination with school engagement is -0.36. Other results showed that emotional self-regulation and behavioral procrastination can predict school engagement.
Conclusion: Thus, improving emotional self-regulation and reducing behavioral procrastination may be associated with increased student school engagement.

Keywords

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 8, Issue 14
June 2020
Pages 57-71

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