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Information Journal Paper

Title

THE RELATIONSHIP BETWEEN ACADEMIC IDENTITY AND SELF-REGULATION LEARNING STRATEGIES WITH ACADEMIC PROCRASTINATE STUDENTS

Pages

  346-362

Abstract

 Aim of the current study was to investigate the relationship among ACADEMIC IDENTITY, self regulation learning strategies and ACADEMIC PROCRASTINATION. To fullfill the stated goal, 311 students of in secondary school of Kahrizak (Tehran) using multistage cluster sampling method were selected For assessing the research variables, the participants completed the ACADEMIC IDENTITY Was Isaacson (2008), The motivated strategies for learning questionnaire Pintrich & Degroot (1990) and the ACADEMIC PROCRASTINATION questionnaires Solomon & Rothblum (1984). Validity of instruments were determined by confirmation of the panel of experts. Reliability of instruments were calculated by Alpha coefficient. Pearson correlation coefficient and multiple regression analysis showed that academic foreclosure identity and academic diffusion identity had a significant positive relation with procrastination. In addition results indicated the negative significant relation between academic success, immature, ACADEMIC IDENTITY and self regulating learning strategies with procrastination. Results also showed that successful ACADEMIC IDENTITY cooperation in learning, cognitive self-regulation, and delayed ACADEMIC IDENTITY play an important role in explaining ACADEMIC PROCRASTINATION therefore, ACADEMIC IDENTITY, and SELF-REGULATION LEARNING STRATEGIES can reduce ACADEMIC PROCRASTINATION.

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  • Cite

    APA: Copy

    GAZIDARI, EBRAHIM, GHOLAMALI LAVASANI, MASOUD, & EJEI, JAVAD. (2016). THE RELATIONSHIP BETWEEN ACADEMIC IDENTITY AND SELF-REGULATION LEARNING STRATEGIES WITH ACADEMIC PROCRASTINATE STUDENTS. JOURNAL OF PSYCHOLOGY, 19(4 (76)), 346-362. SID. https://sid.ir/paper/54525/en

    Vancouver: Copy

    GAZIDARI EBRAHIM, GHOLAMALI LAVASANI MASOUD, EJEI JAVAD. THE RELATIONSHIP BETWEEN ACADEMIC IDENTITY AND SELF-REGULATION LEARNING STRATEGIES WITH ACADEMIC PROCRASTINATE STUDENTS. JOURNAL OF PSYCHOLOGY[Internet]. 2016;19(4 (76)):346-362. Available from: https://sid.ir/paper/54525/en

    IEEE: Copy

    EBRAHIM GAZIDARI, MASOUD GHOLAMALI LAVASANI, and JAVAD EJEI, “THE RELATIONSHIP BETWEEN ACADEMIC IDENTITY AND SELF-REGULATION LEARNING STRATEGIES WITH ACADEMIC PROCRASTINATE STUDENTS,” JOURNAL OF PSYCHOLOGY, vol. 19, no. 4 (76), pp. 346–362, 2016, [Online]. Available: https://sid.ir/paper/54525/en

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