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Volume 10, Issue 26 (2017)
JMED 2017, 10(26): 72-82 |
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kiani Q, Mahdion H. The Relationship between Cognitive-Emotional Regulation and Study Skills with Academic Procrastination in Students of the faculty of Health and Paramedicine, Zanjan University of Medical Sciences. JMED 2017; 10 (26) :72-82
URL: http://edujournal.zums.ac.ir/article-1-827-en.html
URL: http://edujournal.zums.ac.ir/article-1-827-en.html
Abstract: (21454 Views)
Background and Objective: Today, the prevalence of academic procrastination among students is increasing and various factors are correlated with it. Therefore, this study was conducted to determine the relationship between cognitive emotion regulation and educational skills with academic procrastination in students of the Faculty of Health and Paramedical of Zanjan University of Medical Sciences.
Materials and Methods: The research method was descriptive-correlational and the statistical population was all undergraduate students of Zanjan School of Public Health that 168 subjects (103 females, 65 males) were selected by stratified random sampling. Data were collected using standard questionnaires of Gravinsky Cognitive Censorship Management, Pulse Study and Criticism, and Solomon and Rhistlebum academic procrastination. Data were analyzed by using Pearson correlation and multiple regression tests.
Results: Normal distribution of variables was confirmed regarding to the significance level above 0.05 of Smirnov's Kolmogorov test. The results showed that there was a significant positive correlation between rumination (components of emotion regulation) and academic procrastination (P <0.01, r = 0.35). Data showed significant negative relationship between the components of study skills, time division, physical status, reading ability, memorization, learning motivation and memory and academic procrastination (P <0.05). Regression results showed that rumination, time division, physical condition, learning motivation, and memory predicted 22.1%, 18.8%, 18.1%, 20.9%, and 20.1% of academic procrastination, respectively.
Conclusion: Designing interventions to reduce rumination, improve time division, physical status, reading ability, recording, learning motivation and memory will be effective in reducing academic procrastination.
Materials and Methods: The research method was descriptive-correlational and the statistical population was all undergraduate students of Zanjan School of Public Health that 168 subjects (103 females, 65 males) were selected by stratified random sampling. Data were collected using standard questionnaires of Gravinsky Cognitive Censorship Management, Pulse Study and Criticism, and Solomon and Rhistlebum academic procrastination. Data were analyzed by using Pearson correlation and multiple regression tests.
Results: Normal distribution of variables was confirmed regarding to the significance level above 0.05 of Smirnov's Kolmogorov test. The results showed that there was a significant positive correlation between rumination (components of emotion regulation) and academic procrastination (P <0.01, r = 0.35). Data showed significant negative relationship between the components of study skills, time division, physical status, reading ability, memorization, learning motivation and memory and academic procrastination (P <0.05). Regression results showed that rumination, time division, physical condition, learning motivation, and memory predicted 22.1%, 18.8%, 18.1%, 20.9%, and 20.1% of academic procrastination, respectively.
Conclusion: Designing interventions to reduce rumination, improve time division, physical status, reading ability, recording, learning motivation and memory will be effective in reducing academic procrastination.
Article Type : Orginal Research |
Subject:
Education
Received: 2016/11/12 | Accepted: 2017/02/12 | Published: 2017/11/4
Received: 2016/11/12 | Accepted: 2017/02/12 | Published: 2017/11/4
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