The role of achievement goals, epistemological beliefs and quality learning experiences for students' educational procrastination

Document Type : Research Paper

Authors

1 university

2 department of educational psychology,faculty of education and psychology, Shahid Chamran University of Ahvaz, Iran

Abstract

The aim of this research was to investigate the relationship between achievement goals, epistemological beliefs, quality of learning experience with educational procrastination among university students in the academic Yazd. The research was descriptive and correlational. The population included 9218 students of University of Yazd. The size of the sample of 400 students (189 boys and 211 girls) were selected by proportional stratified random sampling, that the number was reduced to 379 people. Questionnaires to measure variables of Solomon & Rothblum educational procrastination, Elliot & Mc Gregory achievement goals, Schommer epistemological beliefs and Neuman quality of learning experience was used. Data were analyzed using, simultaneous multiple regression was performed. The results showed that the only significant predictor variables achievement goals are for educational procrastination. Beta coefficient indicates that the variable mastery-avoidance goals, and performance-orientation procrastination to explain and predict the scores are reversed. However, the beta coefficient for the variable performance-avoidance showed that this variable in explaining and predicting the score of procrastination are directly involved.

Keywords

References

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The Journal of New Thoughts on Education
Volume 13, Issue 2 - Serial Number 44
September 2017
Pages 53-70

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