Structural model of academic procrastination, based on emotional schemas: Mediating role of test anxiety

Document Type : Research Paper

Authors

1 PhD Candidate, Department of Educational Psychology, Kharazmi University, Tehran, Iran

2 Ph.D., Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

3 Ph.D., Assistant Professor, Department of Educational Psychology, Kharazmi University,Tehran, Iran

4 Ph.D. Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

Abstract

The aim of this research was to predict students' academic procrastination based on emotional schemas through the mediating role of test anxiety. The study was conducted with correlational a method. The study population included all undergraduate students of Shahid Beheshti University of Tehran in the academic year of 2019-20. Using multi-stage cluster sampling 320 subjects were selected. The Procrastination Assessment Scale for Students, Spielberger test anxiety questionnaire and Leahy emotional schemas scale were used to collect data. Data were analyzed by structural equation modeling. Findings showed that the developed conceptual model had a good fitness with the collected data. Test anxiety and emotional schemas explained a total of 31% of variance in academic procrastination. Emotional schemas had a direct effect on academic procrastination. This variable also had an indirect effect on academic procrastination through test anxiety. Accordingly, having negative beliefs about emotions predisposes students to higher test anxiety and increases academic procrastination through increasing test anxiety. Therefore, it seems that by identifying people's emotional schemas and designing interventions to correct these beliefs, it could help reduce their test anxiety and academic procrastination.

Keywords

References

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History

  • Receive Date: 08 November 2020
  • Revise Date: 27 December 2020
  • Accept Date: 02 March 2021

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