The Model of Academic Procrastination Based on School Climate, Social Support, and Psychological Coherence: The Mediating Role of Basic Psychological Needs
Keywords:
school climate, academic procrastination, social support, psychological coherence, basic psychological needsAbstract
Objective: This study aimed to examine the model of academic procrastination based on school climate, social support, and psychological coherence, with the mediating role of basic psychological needs.
Methodology: The present study was fundamental in terms of its objective and employed a descriptive-correlational research design using structural equation modeling for data collection and analysis. The statistical population included all male and female high school students in District 1 of Tehran during the 2022–2023 academic year, selected through stratified sampling. Inclusion criteria consisted of providing informed consent, being enrolled in high school, and having mental health status confirmed by health records. Exclusion criteria included failure to sign the consent form, lack of cooperation, and incomplete questionnaire responses. The research instruments included the Academic Procrastination Questionnaire, the Emotion Regulation Questionnaire, the Psychological Coherence Questionnaire, the Social Support Scale, and the School Climate Scale. Data analysis was conducted using SPSS.v24 and AMOS.v23 software, with a significance level set at 0.05.
Findings: The findings indicated that school climate had both direct and indirect effects on academic procrastination, and the proposed model demonstrated a good fit.
Conclusion: Based on the findings, it can be concluded that improving students' basic psychological needs reduces their academic procrastination. Furthermore, enhancing school climate leads to a reduction in the negative effects of academic procrastination among students. Additionally, the simultaneous improvement of basic psychological needs and school climate further mitigates the detrimental effects of academic procrastination. The structural model proposed in this study was effective in explaining and predicting academic procrastination among students.
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