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 PhD student in Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

3 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

Abstract

Objective: One of the important issues in the field of education and academic progress is the issue of student procrastination. This study was conducted with the aim of examining the fit model of academic procrastination based on cognitive fatigue and perfectionism with the mediating role of emotional self-regulation.
Methods: The research method of the current study was correlation of structural equation model type. The statistical population of this research included all secondary school students of Urmia city in 1402, and a sample of 200 people was selected from the statistical population through a multi-stage cluster random sampling method. To collect the data of this research, were used Aitken's procrastination questionnaires (1991), Rasouli and Bahrami's academic perfectionism questionnaire (2015), Hoffman and Kashden's emotional self-regulation questionnaire (2010) and Smets et al.'s (1996) multidimensional fatigue questionnaire (MFI).
Results: The results of the analysis of the Pearson correlation coefficient test showed that there is a significant correlation between the variables of cognitive fatigue, perfectionism, procrastination, and emotion regulation, and the standard coefficients of the paths 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 examine the indirect paths, the results of the 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.
Conclusions: According to the obtained results, it can be concluded that the relationship between academic procrastination and cognitive fatigue and perfectionism is not a simple linear relationship, and emotion self-regulation can moderate this relationship. It is suggested to the specialists of the education system to prevent procrastination of students by holding training workshops on emotion regulation skills.

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Main Subjects

References

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