Document Type : Original research study
Author
Assistant Professor, Department of Educational Sciences, Farhangian University
Abstract
The purpose of this study was to investigate the role of cognitive strategies in relation to academic stress and motivational beliefs with academic procrastination. The research method was descriptive-correlational and the statistical population of all athletic students in Golestan province in the academic year of 2018-2019 was which 388 people were selected by simple random sampling method. Data were collected using questionnaires of academic stress, motivational strategies, academic procrastination and cognitive strategies and was analyzed using Pearson correlation coefficient and path analysis. The results showed that cognitive strategy plays a mediating role in relation to academic stress and motivational beliefs. Based on the results, it can be said that familiarity with cognitive strategies that play a key role in the relationship between stress and motivation with procrastination can play a role in reducing the procrastination of athletic students.
Keywords
Main Subjects
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2. Ajayi, A. I., & Osiki, P. M. (2008). Procrastination among the undergraduates in a Nigerian University: Implications for time management. International Business Management, 2(4), 126-131.
3. Ang, R. P., Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I. Y., Yeo, L. S., & Krawchuk, L. L. (2009). Cross-cultural invariance of the academic expectations stress inventory:
Adolescent samples from Canada and Singapore. Journal of Adolescence, 32(5), 1225-1237.
4. Arami, Z., Manshei, Gh., Abedi, A., & Sharifi, T. (2016). Comparison of Motivational Beliefs, Metacognitive Skills and Self-Regulatory Learning of Gifted and Normal Students in Isfahan. Journal of Modern Educational Approaches, 11(2): 59-70. (In Persian)
5. Arch, J. J., Ayers, C. R., Baker, A., Almklov, E., Dean, D. J., & Craske, M. G. (2013). Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders. Behaviour research and therapy, 51(4-5), 185-196.
6. Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Perspectives on medical education, 1(2), 76-85.
7. Ba ezat, F., Akbari, A., Abbasi Asl, R., & Mahdaveh, M. (2017). Presenting the causal model of predictive motivational beliefs based on metacognitive abilities with self-efficacy intermediation. Quarterly of Educational Psychology, 27: 87-114. (In Persian)
8. Badri Gargari, R., & Hosseini asl, F. (2005). Investigating the relationship between motivational beliefs and self-regulation learning strategies with student procrastination of Tabriz University. Journal of Counseling Research, 9(36): 111-125. (In Persian)
9. Bembenutty, H. (2009). Test Anxiety and Academic Delay of Gratification. College Student Journal, 43(1), 10-22.
10. Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination?. Learning and Individual Differences, 36, 165-172.
11. Chalmeh, R. & Latifian, M. (2012). Features of metacognitive learning environment and academic achievement: A survey of the intermediate role of motivational beliefs in students. Journal of Applied Psychology, 3(23): 43-58. (In Persian)
12. Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
13. Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.
14. Farrokhi, N. (2017). Prediction of Academic Procrastination Based on Perfectionism and Cognitive Learning Strategies in Students. Quarterly of Educational Psychology, 13(45): 83-96. (In Persian)
15. Fathi Azar, I., Badri Gargari, R., & Khani, M. (2017). The Relationship of the Implicit Beliefs of Intelligence and the Orienting the progress goals with the Student Proclamation of Tabriz University Students. Journal of Research in Curriculum Planning, 14(2): 88-98. (In Persian)
16. Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: theory, research, and treatment. New York: Plenum Press.
17. Fooladvand, Kh. Farzad, V., Shahraray, M. & Sangari, A. A. (2010). Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemporary Psychology, 4(2): 82-95. (In Persian)
18. Ghanbari Talab, M., Ghanbari, A., & Folad Chang, M. (2018). The Relationship between Cognitive Strategies and Academic Achievement in Secondary students of theoretical courses. Journal of Psychological Development, 7(4): 23-40. 19. (In Persian)
19. Golestani Bakht, T., & Shokri, M. (2013). The relationship between procrastination (academic procrastination) and meta-cognitive beliefs. Two Journal of Social Cognition, 2(3): 89-100. (In Persian)
20. Gol Mohammadian, M. (2014). Prediction of academic procrastination based on five strong personality traits among athlete students. Quarterly Journal of Clinical Psychology, 5(17): 49-75. (In Persian)
21. Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.
22. Hashemi Zarini, H., Mosavi Panah, S. M. & Shiri, M. (2016). Relationship between the orientation of progress goals and motivational beliefs with the procrastination and academic self-sufficiency the students. Two Quarterly Journal of Educational and Educational Studies, 5(15): 86-99. (In Persian)
23. Hill, C. (2014). An examination of the effectiveness of the Louisiana GEAR UP program in promoting self-efficacy, improving academic achievement and increasing teachers' aspirations for their students. Louisiana Tech University.
24. Hossein Chari, M., & Dehghani, Y. (2008). Prognosis of academic procrastination based on self-regulation strategies for learning. Journal of Research in Iranian Educational System, 2(4): 63-73. (In Persian)
25. Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19(1), 151-154.
26. Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167-178.
27. Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897-1904.
28. Jaafar, S., Awaludin, N. S., & Bakar, N. S. (2014). Motivational and self-regulated learning components of classroom academic performance. In E-proceeding of the Conference on Management and Muamalah (pp. 128-135).
29. Joker, B., & Delawarepour, M. A. (2007). The relationship between educational proclivity and progress. Journal of New thoughts on Education, 3 (3 and 4): 80-61. (In Persian)
30. Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919-926.
31. Kardash, C. M., & Amlund, J. T. (1991). Self-reported learning strategies and learning from expository text. Contemporary Educational Psychology, 16(2), 117-138.
32. Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
33. Kljajic, K., & Gaudreau, P. (2018). Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement. Learning and Instruction, 58, 193-200.
34. Kushki, M., Keramati, H., & Hasani, J. (2018). Effectiveness of self-efficacy training on academic stress and social skills of female students. Journal of Psychology School, 7(2): 196-213. (In Persian)
35. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137.
36. Mawdsley, H. P. (2010). The transactional relation between child behavior problems and parenting stress and the impact of coping and social support within families who have children with developmental disabilities. Dissertation Abstracts International, 71, 2724.
37. Maleki, M., & Ahadi, L. (2016). The Review and comparison of motivational features between athletic and non-athletic students. The second national conference on the achievements of modern physical education and sport, Chabahar, Chabahar International University. (In Persian)
38. Mccloskey, J.D. (2011). Finally, My Thesis On Academic Procrastination. Dissertation. The University Of Texas At Arlington.
39. Mosavi, M., Hashemi, S., Yazdi, A., Soltani, E., Ahmadi, Z., Khanzadeh, M., Kaykhavani, S. (2013). The Prediction of Academic Procrastination Based on Emotional Intelligence components. Journal of Ilam University of Medical Sciences, 21(4):21-29. (In Persian)
40. Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
41. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
42. Rezai, A., Khorshah, M., & Maghami, H. R. (2012). Investigating the relationship between personality traits, motivational beliefs and learning strategies with academic performance of students in humanities and basic sciences. Quarterly of Educational Psychology, 8(22): 211-233. (In Persian)
43. Salimi, J., Barhkhoda, S. J. & Mohammadian Sharif, Q. (2014). Investigating the relationship between educational motivation and social progress with student proclamation. Journal of counceling research, 13(50): 79-101. (In Persian)
44. Salmani, M., Khamessan, A., & Asadi Younesi, M. R. (2017). Mediating role of motivational beliefs in relation to perception of class atmosphere and student procrastination. Quarterly of Educatinal Psychology, 13(43): 139-167. (In Persian)
45. Sarıcoban, A. (2015). Metacognitive Awareness of pre-service English Language Teachers in Terms of Various Variables. Procedia-Social and Behavioral Sciences, 186, 664-669.
46. Schouwenburg, H. C. (2005). On counselling the procrastinator in academic settings. Fedora Psyche Conference. Groningen, The Netherlands, 67-80.
47. Schouwenburg, H. C., & Groenewoud, J. (2001). Study motivation under social temptation; effects of trait procrastination. Personality and Individual Differences, 30(2), 229-240.
48. Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational psychology, 99(1), 12.
49. Shahi, Y., Mirzamani, S. M. Afrouz, Gh., Pour Mohammadreza Tajrishi, M., & Salehi, M. (2009). Effect of parents' education level on social skills and behavioral problems of students with Down syndrome. Journal of Fundamentals of Mental Health, 11(2): 141-148. (In Persian)
50. Shokri, O., Kadivar, P., & Daneshpour, Z. (2007). Evaluation of students from academic tensions and reactions to these stressors. Journal of Psychological Sciences, 22(2): 52-65. (In Persian)
51. Sirois, F. M. (2016). Procrastination, stress, and chronic health conditions: a temporal perspective. In Procrastination, health, and well-being (pp. 67-92).
52. Sobhi gharamalki, N., Hajlu, N. & Babaei, K. (2014). Effectiveness of teaching time management skills on student negligence. Journal of Methods and Psychological Models, 4(15): 91-101. (In Persian)
53. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65.
54. Sternberg, R. J., Jaroban, L., & Regriko-renno, E. (2011). Exploration in Excellence: New Approaches to Intelligent Detection and Training. Translation by Ahmad Abedi and Adela Sherbaf, (2014). Tehran: Jangale. (In Persian)
55. Swalander, L., & Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230.
56. Wang, J. C., Liu, W. C., & Chye, S. Y. L. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. International Journal of research and review an interdisciplinary journal on various fields of the Social Sciences, 5(2), 1-17.
57. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179.
58. 58. Ya'qubi, A., Qala'i, B., Rashid, Kh. & Kurd Nugabi, R. (2015). Related factors with academic proclivity. Quarterly of Educational Psychology, 11(37): 161-185. (In Persian)
7. Ba ezat, F., Akbari, A., Abbasi Asl, R., & Mahdaveh, M. (2017). Presenting the causal model of predictive motivational beliefs based on metacognitive abilities with self-efficacy intermediation. Quarterly of Educational Psychology, 27: 87-114. (In Persian)
8. Badri Gargari, R., & Hosseini asl, F. (2005). Investigating the relationship between motivational beliefs and self-regulation learning strategies with student procrastination of Tabriz University. Journal of Counseling Research, 9(36): 111-125. (In Persian)
9. Bembenutty, H. (2009). Test Anxiety and Academic Delay of Gratification. College Student Journal, 43(1), 10-22.
10. Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination?. Learning and Individual Differences, 36, 165-172.
11. Chalmeh, R. & Latifian, M. (2012). Features of metacognitive learning environment and academic achievement: A survey of the intermediate role of motivational beliefs in students. Journal of Applied Psychology, 3(23): 43-58. (In Persian)
12. Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303.
13. Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59.
14. Farrokhi, N. (2017). Prediction of Academic Procrastination Based on Perfectionism and Cognitive Learning Strategies in Students. Quarterly of Educational Psychology, 13(45): 83-96. (In Persian)
15. Fathi Azar, I., Badri Gargari, R., & Khani, M. (2017). The Relationship of the Implicit Beliefs of Intelligence and the Orienting the progress goals with the Student Proclamation of Tabriz University Students. Journal of Research in Curriculum Planning, 14(2): 88-98. (In Persian)
16. Ferrari, J. R., Johnson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance: theory, research, and treatment. New York: Plenum Press.
17. Fooladvand, Kh. Farzad, V., Shahraray, M. & Sangari, A. A. (2010). Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemporary Psychology, 4(2): 82-95. (In Persian)
18. Ghanbari Talab, M., Ghanbari, A., & Folad Chang, M. (2018). The Relationship between Cognitive Strategies and Academic Achievement in Secondary students of theoretical courses. Journal of Psychological Development, 7(4): 23-40. 19. (In Persian)
19. Golestani Bakht, T., & Shokri, M. (2013). The relationship between procrastination (academic procrastination) and meta-cognitive beliefs. Two Journal of Social Cognition, 2(3): 89-100. (In Persian)
20. Gol Mohammadian, M. (2014). Prediction of academic procrastination based on five strong personality traits among athlete students. Quarterly Journal of Clinical Psychology, 5(17): 49-75. (In Persian)
21. Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.
22. Hashemi Zarini, H., Mosavi Panah, S. M. & Shiri, M. (2016). Relationship between the orientation of progress goals and motivational beliefs with the procrastination and academic self-sufficiency the students. Two Quarterly Journal of Educational and Educational Studies, 5(15): 86-99. (In Persian)
23. Hill, C. (2014). An examination of the effectiveness of the Louisiana GEAR UP program in promoting self-efficacy, improving academic achievement and increasing teachers' aspirations for their students. Louisiana Tech University.
24. Hossein Chari, M., & Dehghani, Y. (2008). Prognosis of academic procrastination based on self-regulation strategies for learning. Journal of Research in Iranian Educational System, 2(4): 63-73. (In Persian)
25. Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19(1), 151-154.
26. Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167-178.
27. Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897-1904.
28. Jaafar, S., Awaludin, N. S., & Bakar, N. S. (2014). Motivational and self-regulated learning components of classroom academic performance. In E-proceeding of the Conference on Management and Muamalah (pp. 128-135).
29. Joker, B., & Delawarepour, M. A. (2007). The relationship between educational proclivity and progress. Journal of New thoughts on Education, 3 (3 and 4): 80-61. (In Persian)
30. Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919-926.
31. Kardash, C. M., & Amlund, J. T. (1991). Self-reported learning strategies and learning from expository text. Contemporary Educational Psychology, 16(2), 117-138.
32. Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
33. Kljajic, K., & Gaudreau, P. (2018). Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement. Learning and Instruction, 58, 193-200.
34. Kushki, M., Keramati, H., & Hasani, J. (2018). Effectiveness of self-efficacy training on academic stress and social skills of female students. Journal of Psychology School, 7(2): 196-213. (In Persian)
35. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly, 19(2), 119-137.
36. Mawdsley, H. P. (2010). The transactional relation between child behavior problems and parenting stress and the impact of coping and social support within families who have children with developmental disabilities. Dissertation Abstracts International, 71, 2724.
37. Maleki, M., & Ahadi, L. (2016). The Review and comparison of motivational features between athletic and non-athletic students. The second national conference on the achievements of modern physical education and sport, Chabahar, Chabahar International University. (In Persian)
38. Mccloskey, J.D. (2011). Finally, My Thesis On Academic Procrastination. Dissertation. The University Of Texas At Arlington.
39. Mosavi, M., Hashemi, S., Yazdi, A., Soltani, E., Ahmadi, Z., Khanzadeh, M., Kaykhavani, S. (2013). The Prediction of Academic Procrastination Based on Emotional Intelligence components. Journal of Ilam University of Medical Sciences, 21(4):21-29. (In Persian)
40. Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI.
41. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
42. Rezai, A., Khorshah, M., & Maghami, H. R. (2012). Investigating the relationship between personality traits, motivational beliefs and learning strategies with academic performance of students in humanities and basic sciences. Quarterly of Educational Psychology, 8(22): 211-233. (In Persian)
43. Salimi, J., Barhkhoda, S. J. & Mohammadian Sharif, Q. (2014). Investigating the relationship between educational motivation and social progress with student proclamation. Journal of counceling research, 13(50): 79-101. (In Persian)
44. Salmani, M., Khamessan, A., & Asadi Younesi, M. R. (2017). Mediating role of motivational beliefs in relation to perception of class atmosphere and student procrastination. Quarterly of Educatinal Psychology, 13(43): 139-167. (In Persian)
45. Sarıcoban, A. (2015). Metacognitive Awareness of pre-service English Language Teachers in Terms of Various Variables. Procedia-Social and Behavioral Sciences, 186, 664-669.
46. Schouwenburg, H. C. (2005). On counselling the procrastinator in academic settings. Fedora Psyche Conference. Groningen, The Netherlands, 67-80.
47. Schouwenburg, H. C., & Groenewoud, J. (2001). Study motivation under social temptation; effects of trait procrastination. Personality and Individual Differences, 30(2), 229-240.
48. Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational psychology, 99(1), 12.
49. Shahi, Y., Mirzamani, S. M. Afrouz, Gh., Pour Mohammadreza Tajrishi, M., & Salehi, M. (2009). Effect of parents' education level on social skills and behavioral problems of students with Down syndrome. Journal of Fundamentals of Mental Health, 11(2): 141-148. (In Persian)
50. Shokri, O., Kadivar, P., & Daneshpour, Z. (2007). Evaluation of students from academic tensions and reactions to these stressors. Journal of Psychological Sciences, 22(2): 52-65. (In Persian)
51. Sirois, F. M. (2016). Procrastination, stress, and chronic health conditions: a temporal perspective. In Procrastination, health, and well-being (pp. 67-92).
52. Sobhi gharamalki, N., Hajlu, N. & Babaei, K. (2014). Effectiveness of teaching time management skills on student negligence. Journal of Methods and Psychological Models, 4(15): 91-101. (In Persian)
53. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65.
54. Sternberg, R. J., Jaroban, L., & Regriko-renno, E. (2011). Exploration in Excellence: New Approaches to Intelligent Detection and Training. Translation by Ahmad Abedi and Adela Sherbaf, (2014). Tehran: Jangale. (In Persian)
55. Swalander, L., & Taube, K. (2007). Influences of family based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206-230.
56. Wang, J. C., Liu, W. C., & Chye, S. Y. L. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. International Journal of research and review an interdisciplinary journal on various fields of the Social Sciences, 5(2), 1-17.
57. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179.
58. 58. Ya'qubi, A., Qala'i, B., Rashid, Kh. & Kurd Nugabi, R. (2015). Related factors with academic proclivity. Quarterly of Educational Psychology, 11(37): 161-185. (In Persian)
)