Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties
Abstract Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of student...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-01-01
|
| Series: | Scientific Reports |
| Subjects: | |
| Online Access: | https://doi.org/10.1038/s41598-025-87664-7 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832585745886347264 |
|---|---|
| author | Hamidreza Farhadi Rad Shima Bordbar Jamshid Bahmaei Marjan Vejdani Ali Reza Yusefi |
| author_facet | Hamidreza Farhadi Rad Shima Bordbar Jamshid Bahmaei Marjan Vejdani Ali Reza Yusefi |
| author_sort | Hamidreza Farhadi Rad |
| collection | DOAJ |
| description | Abstract Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of students of one of the medical sciences universities in southern Iran in 2024. This descriptive-analytical cross-sectional study was conducted on 290 students of different fields in the south of Iran between January and April 2024. Data was collected using standard questionnaires of academic procrastination, academic self-efficacy, and difficulty in emotional regulation. Descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression were employed to examine the data using SPSS 23 software. A significant level of 0.05 was considered. The average score of academic procrastination, academic self-efficacy, and difficulty in emotional regulation of the studied students was 66.21 ± 4.06 (out of 108), 59.58 ± 5.84 (out of 120), and 121.42 ± 6.88 (out of 180), respectively, which indicates a moderate level of academic self-efficacy and academic procrastination and a high level of difficulty in emotional regulation. A statistically significant correlation was observed between students’ academic procrastination and academic self-efficacy (r = -0.648, p < 0.001) and the difficulty in emotional regulation (r = 0.701, p < 0.001). Based on the results of multiple linear regression, components of academic self-efficacy, including effort, talent, and context, as well as components of difficulty in emotion regulation, including difficulty in performing purposeful behavior, lack of emotional awareness, limited access to emotional regulation strategies, non-acceptance of emotional responses, difficulty in impulse control, and lack of emotional clarity, were identified as predictors of academic procrastination (p < 0.05). Considering the students’ academic procrastination and the effect of academic self-efficacy and difficulty in emotional regulation on it, it is suggested that university administrators provide the field of improvement and promotion of students’ academic self-efficacy and emotional regulation through holding related courses and workshops so that in this way procrastination can be reduced. |
| format | Article |
| id | doaj-art-e7e9180f13cb47c4be65c8ef1a1139e9 |
| institution | Kabale University |
| issn | 2045-2322 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj-art-e7e9180f13cb47c4be65c8ef1a1139e92025-01-26T12:33:07ZengNature PortfolioScientific Reports2045-23222025-01-0115111110.1038/s41598-025-87664-7Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficultiesHamidreza Farhadi Rad0Shima Bordbar1Jamshid Bahmaei2Marjan Vejdani3Ali Reza Yusefi4Student Research Committee, Jiroft University of Medical SciencesHealth Human Resources Research Center, School of Health Management and Information Sciences, Shiraz University of Medical SciencesDepartment of Public Health, Behbahan Faculty of Medical SciencesDepartment of Public Health, School of Health, Sabzevar University of Medical SciencesDepartment of Public Health, Sirjan School of Medical SciencesAbstract Academic procrastination is one of the major factors that can be a serious obstacle for students to achieve academic progress and success. This research aimed to investigate and predict academic procrastination based on academic self-efficacy and emotional regulation difficulties of students of one of the medical sciences universities in southern Iran in 2024. This descriptive-analytical cross-sectional study was conducted on 290 students of different fields in the south of Iran between January and April 2024. Data was collected using standard questionnaires of academic procrastination, academic self-efficacy, and difficulty in emotional regulation. Descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficient, and multiple linear regression were employed to examine the data using SPSS 23 software. A significant level of 0.05 was considered. The average score of academic procrastination, academic self-efficacy, and difficulty in emotional regulation of the studied students was 66.21 ± 4.06 (out of 108), 59.58 ± 5.84 (out of 120), and 121.42 ± 6.88 (out of 180), respectively, which indicates a moderate level of academic self-efficacy and academic procrastination and a high level of difficulty in emotional regulation. A statistically significant correlation was observed between students’ academic procrastination and academic self-efficacy (r = -0.648, p < 0.001) and the difficulty in emotional regulation (r = 0.701, p < 0.001). Based on the results of multiple linear regression, components of academic self-efficacy, including effort, talent, and context, as well as components of difficulty in emotion regulation, including difficulty in performing purposeful behavior, lack of emotional awareness, limited access to emotional regulation strategies, non-acceptance of emotional responses, difficulty in impulse control, and lack of emotional clarity, were identified as predictors of academic procrastination (p < 0.05). Considering the students’ academic procrastination and the effect of academic self-efficacy and difficulty in emotional regulation on it, it is suggested that university administrators provide the field of improvement and promotion of students’ academic self-efficacy and emotional regulation through holding related courses and workshops so that in this way procrastination can be reduced.https://doi.org/10.1038/s41598-025-87664-7Academic procrastinationAcademic self-efficacyEmotion regulationStudentIran |
| spellingShingle | Hamidreza Farhadi Rad Shima Bordbar Jamshid Bahmaei Marjan Vejdani Ali Reza Yusefi Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties Scientific Reports Academic procrastination Academic self-efficacy Emotion regulation Student Iran |
| title | Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties |
| title_full | Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties |
| title_fullStr | Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties |
| title_full_unstemmed | Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties |
| title_short | Predicting academic procrastination of students based on academic self-efficacy and emotional regulation difficulties |
| title_sort | predicting academic procrastination of students based on academic self efficacy and emotional regulation difficulties |
| topic | Academic procrastination Academic self-efficacy Emotion regulation Student Iran |
| url | https://doi.org/10.1038/s41598-025-87664-7 |
| work_keys_str_mv | AT hamidrezafarhadirad predictingacademicprocrastinationofstudentsbasedonacademicselfefficacyandemotionalregulationdifficulties AT shimabordbar predictingacademicprocrastinationofstudentsbasedonacademicselfefficacyandemotionalregulationdifficulties AT jamshidbahmaei predictingacademicprocrastinationofstudentsbasedonacademicselfefficacyandemotionalregulationdifficulties AT marjanvejdani predictingacademicprocrastinationofstudentsbasedonacademicselfefficacyandemotionalregulationdifficulties AT alirezayusefi predictingacademicprocrastinationofstudentsbasedonacademicselfefficacyandemotionalregulationdifficulties |