ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Abbasi   M. (*)
Pirani   Z. (1)
Razmjoiy   L. (2)
Bonyadi   F. (1)






(*) Psychology Department, Literature & Human Sciences Faculty, Kazerun Salman Farsi University, Kazerun, Iran
(1) Psychology Department, Literature & Human Sciences Faculty, Arak Branch, Islamic Azad University, Arak, Iran
(1) Psychology Department, Literature & Human Sciences Faculty, Arak Branch, Islamic Azad University, Arak, Iran
(2) Psychology Department, Literature & Human Sciences Faculty, Kazerun Salman Farsi University, Kazerun, Iran

Correspondence

Address: Department of Psychology, Faculty of Literature and Human Sciences, Salman Farsi University of Kazerun, Ershad Crossroads, Kazerun, Iran
Phone: +987142216050
Fax: +987142216060
abbasi@kazeronsfu.ac.ir

Article History

Received:  June  21, 2015
Accepted:  November 11, 2015
ePublished:  January 10, 2016

BRIEF TEXT


… [1-7] As an anti-motivational process, procrastination is an intended delay in performance of a task. The process includes emotional, cognitive, and behavioral components [8]. … [9-13] Self-regulation is an attempt to control the internal situation, processes, and functions to reach the higher goals [14]. … [15, 16]

The students are affected by procrastination, self-regulation, and behavioral enthusiasm [9]. There is a lower level of self-regulation in the procrastinating students than their peers [10]. Persons with high procrastination are pessimistic on the future and their capabilities to acquire good results [12]. Using the procrastination strategy, the procrastinating students aim to regulate the negative emotions [13]. Self-regulation is an important factor to understand different behaviors of the students as academic burnout, affecting the relationships of the students and their schools and their motivation to continue the education [17, 18].

The aim of this study was to explain the roles of procrastination and motivational self-regulation in predicting the students’ behavioral enthusiasm.

This is a correlational descriptive-cross sectional study.

The students of Arak University of Medical Sciences were studied in academic year 2014-15.

311 students were selected using available sampling and Cochran’s formula.

Data was collected using the procrastination assessment scale-student (PASS), motivational self-regulation scale, and behavioral enthusiasm scale. 14-item cognitive and emotional enthusiasm scale is used to measure cognitive emotional enthusiasm. The items measures three sub-scales including behavioral, emotional, and cognitive in the students. Scoring is between 1 and 5 scores for every item as “never” to “at all times”. Reliability coefficient of the scale is 0.86 [5]. The motivational self-regulation scale contains 28 items and 5 components including promoting interest, internal dialogue about functioning, internal dialogue about dominance, self-awarding, and environment control. Scoring is based on 5-point Likert’s scale from “fully agree” to “completely disagree”. Internal consistency of the questionnaire is from 0.88 to 0.75 using Cronbach’s alpha [16]. The procrastination scale includes 10 items assessed between 1 and 4 (from “completely true” to “completely incorrect”), excluding 5 items scored reversely. Its reliability is 0.70 using Cronbach’s alpha [19]. Data was analyzed by SPSS 19 software using descriptive (mean and standard deviation) and inferential statistics. Regarding scale distances, Pearson correlation coefficient was used to investigate any correlation between the variables in the inferential statistics. In addition, multiple regression was used to predict the criterion variable.

150 (48.2%) and 161 (51.8%) students were male and female, respectively. 220 (70.7%) and 91 (29.3%) students were single and married, respectively. The education level of 32 (10.3%), 250 (80.4%), and 29 (9.3%) students were assistant, bachelor, and graduate, respectively. The mean scores of procrastination, self-regulation, and behavioral enthusiasm were 24.74±3.53, 45.76±8.79, and 11.62±2.60, respectively. There were the highest and the lowest correlations between procrastination and behavioral enthusiasm and between environment control and behavioral enthusiasm, respectively (p<0.05). There was a positive and significant correlation between self-regulation and behavioral enthusiasm. In addition, there was a negative correlation between procrastination and behavioral enthusiasm (p<0.001; Table 1). 10% of the variance of the students’ behavioral enthusiasm were totally explained by procrastination and motivational self-regulation (R²=0.102). The changes in the students’ behavioral enthusiasm could be predicted by procrastination (β=0.233) and motivational self-regulation (β=0.238) with confidence 99% (p<0.001). The most powerful predicting variable for the students’ behavioral enthusiasm was motivational self-regulation, and it positively predicted the students’ behavioral enthusiasm.

There was a negative and significant correlation between procrastination and behavioral enthusiasm in the students. The result is consistent with other studies [9, 11]. The goal achievement level of the procrastinating students is low [20]. Inadequacy and self-doubt feelings are the characteristics of the procrastinating persons and the probability of weakness in behavioral, emotional, and cognitive enthusiasm is explainable [21]. … [22] There were positive and significant correlations between motivational self-regulation and its components and behavioral enthusiasm. The result is consistent with other studies [23-25]. … [26] Using cognitive and meta-cognitive strategies, as well as self-efficacy, a person with self-regulation quality attempts to achieve the goals in an adaptation with her own capabilities. Such a person reveals a high level of enthusiasm in the cognitive, emotional, and behavioral domains [27]. Motivational self-regulation positively predicts the students’ enthusiasm. Any development in the self-regulation skills is influenced by cognitive, motivational, emotional, and behavioral factors. The items enhance the students’ activities related to emotional, cognitive, and behavioral enthusiasm [24].

Different courses and educational levels, as well as non-educational domains, should be studied. The study should be conducted as an experimental one in the future studies.

As a study constrained only to educational field, it was limited. Conducting the study as a correlational one was another limitation.

Reducing procrastination and enhancing motivational self-regulation can increase the students’ behavioral enthusiasm.

Arak University of Medical Sciences and the participating students are appreciated.

Non-declared

The study was confirmed by Arak University of Medical Sciences.

Non-declared

TABLES and CHARTS

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