Thu, Apr 3, 2025
| فارسی
1- Razi University
Abstract: (43 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 leading to significant negative impacts on their academic performance. Executive functions and self-regulation are processes aimed at the purposeful control of cognition and learning, which positively influence 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. 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 structural equation modeling using SPSS 27 and SmartPLS 4 software.
Results: The results obtained from structural equation modeling 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 played a partial mediating role in the conceptual model of the present study.
Conclusion: In summary, the results suggest that the direct and indirect effects of cognitive control on academic procrastination will be significantly intensified with an increase in the level of 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 leading to significant negative impacts on their academic performance. Executive functions and self-regulation are processes aimed at the purposeful control of cognition and learning, which positively influence 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. 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 structural equation modeling using SPSS 27 and SmartPLS 4 software.
Results: The results obtained from structural equation modeling 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 played a partial mediating role in the conceptual model of the present study.
Conclusion: In summary, the results suggest that the direct and indirect effects of cognitive control on academic procrastination will be significantly intensified with an increase in the level of 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
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
