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Volume 27, Issue 1 (spring 2025)
Advances in Cognitive Sciences 2025, 27(1): 15-30 |
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NAZARIAN J, PARHON H, MOMENI K. The relationship between cognitive control and academic procrastination among high school students: The mediating role of self-regulation. Advances in Cognitive Sciences 2025; 27 (1) :15-30
URL: http://icssjournal.ir/article-1-1754-en.html
URL: http://icssjournal.ir/article-1-1754-en.html
1- Razi University & Masters of Educational Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
2- Razi University & Assistant Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
3- Razi University & Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
2- Razi University & Assistant Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
3- Razi University & Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran
Abstract: (781 Views)
Abstract
Introduction: Academic procrastination is a condition in which students habitually and unconsciously fail to complete their educational tasks and responsibilities on time, potentially negatively impacting their academic performance. Executive functions and self-regulation are processes aimed at the purposeful control of cognition and learning, positively influencing students’ academic outcomes. This study aimed to examine the mediating role of self-regulation in the relationship between cognitive control and academic procrastination among students.
Methods: Within a positivist paradigm and using a quantitative approach, the study employed a correlational design based on structural equation modeling (SEM). A sample of 452 students aged 12 to 18, enrolled in schools in Khorramabad during the 2022-2023 academic year, was selected through multistage cluster random sampling. Data collection utilized the Adult Executive Functioning Inventory (ADEXI; Holst, & Thorell, 2018), Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), Academic Procrastination Scale (McCloskey, 2011), and the Self-Regulation Questionnaire (Bouffard, 1995). The data were analyzed through SEM using SPSS-27 and SmartPLS-4 software.
Results: The results obtained from SEM indicate a significant effect of cognitive control on academic procrastination (β=-0.429, t=8.72, P<0.001), cognitive control on self-regulation (β=0.342, t=6.33, P<0.001), and self-regulation on academic procrastination (β=-0.245, t=5.70, P<0.001). Thus, in the impact of cognitive control on academic procrastination, self-regulation partially mediated the present study’s conceptual model.
Conclusion: In summary, the results suggest that the direct and indirect effects of cognitive control on academic procrastination will be significantly intensified with increased self-regulation. Self-regulation serves as a protective factor among adolescent students between cognitive control and academic procrastination.
Introduction: Academic procrastination is a condition in which students habitually and unconsciously fail to complete their educational tasks and responsibilities on time, potentially negatively impacting their academic performance. Executive functions and self-regulation are processes aimed at the purposeful control of cognition and learning, positively influencing students’ academic outcomes. This study aimed to examine the mediating role of self-regulation in the relationship between cognitive control and academic procrastination among students.
Methods: Within a positivist paradigm and using a quantitative approach, the study employed a correlational design based on structural equation modeling (SEM). A sample of 452 students aged 12 to 18, enrolled in schools in Khorramabad during the 2022-2023 academic year, was selected through multistage cluster random sampling. Data collection utilized the Adult Executive Functioning Inventory (ADEXI; Holst, & Thorell, 2018), Cognitive Flexibility Scale (Dennis & Vander Wal, 2010), Academic Procrastination Scale (McCloskey, 2011), and the Self-Regulation Questionnaire (Bouffard, 1995). The data were analyzed through SEM using SPSS-27 and SmartPLS-4 software.
Results: The results obtained from SEM indicate a significant effect of cognitive control on academic procrastination (β=-0.429, t=8.72, P<0.001), cognitive control on self-regulation (β=0.342, t=6.33, P<0.001), and self-regulation on academic procrastination (β=-0.245, t=5.70, P<0.001). Thus, in the impact of cognitive control on academic procrastination, self-regulation partially mediated the present study’s conceptual model.
Conclusion: In summary, the results suggest that the direct and indirect effects of cognitive control on academic procrastination will be significantly intensified with increased self-regulation. Self-regulation serves as a protective factor among adolescent students between cognitive control and academic procrastination.
Type of Study: Research |
Received: 2025/01/22 | Accepted: 2025/02/18 | Published: 2025/03/13
Received: 2025/01/22 | Accepted: 2025/02/18 | Published: 2025/03/13
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