Objective:
Academic
procrastination
is
a
common
issue
among
students
that
significantly
impacts
their
academic
performance
and
mental
health.
This
study
aims
to
develop
counseling
package
based
on
the
lived
experiences
of
middle
school
girls
reduce
procrastination.
Considering
multifaceted
nature
procrastination,
this
examines
cognitive,
behavioral,
emotional,
relational,
motivational
dimensions
create
an
effective
intervention.
Methods
Materials:
qualitative
utilized
phenomenological
approach
explore
with
Participants
were
purposefully
selected
from
schools
in
District
5
Tehran
during
2023-2024
year.
Data
collected
through
semi-structured
interviews
analyzed
using
Colaizzi's
seven-step
method
extract
meaningful
statements,
formulate
meanings,
identify
themes.
Results:
analysis
revealed
five
main
students'
procrastination:
motivational.
The
cognitive
dimension
includes
errors
understanding
concepts,
perceptions
difficulty
materials,
ability
focus
pay
attention,
personal
attitudes
beliefs
about
education.
behavioral
encompasses
avoidance
behaviors,
sleep
rest
patterns,
leisure
activities,
use
technology
social
networks,
learning
styles,
planning.
emotional
involves
feelings
related
pressure,
failure
frustration,
motivation
enthusiasm
for
learning,
levels
stress
anxiety.
relational
refers
interactions
friends
teachers,
family
relationships,
culture
classroom
environment,
impact
virtual
communications.
Finally,
goals,
intrinsic
extrinsic
rewards,
self-efficacy
beliefs,
individual
values,
previous
success
failure,
importance
education
future
Conclusion:
developed
consists
12
sessions
addressing
each
identified
dimension.
program
strategies
(sleep,
time
management),
techniques
(error
correction,
enhancement),
emotion
management
(stress
reduction,
increase),
communication
skills
(effective
interaction
peers,
family).
comprehensive
designed
equip
necessary
effectively
combat
Objective:
The
aim
of
this
research
was
to
predict
school
anxiety
based
on
procrastination,
attachment
parents,
and
personality
traits
among
students
in
Diwaniyah
city,
Iraq.
Methods
Materials:
This
study
descriptive
correlational.
statistical
population
consisted
both
female
male
from
Diwaniyah.
sample
selected
through
convenience
sampling,
including
300
genders.
instruments
were
the
researcher-made
School
Anxiety
Scale,
Solomon
Rothblum's
(1984)
Academic
Procrastination
Questionnaire,
Armsden
Greenberg's
(1987)
Inventory
Parent
Peer
Attachment,
Costa
McCrae's
(1992)
Five
Factor
Personality
Questionnaire.
Findings:
Results
indicated
that
neuroticism
insecure
styles
peers
parents
have
a
significant
positive
relationship
with
academic
while
secure
peers,
openness
experience,
conscientiousness
negative
procrastination;
extraversion
agreeableness
not
related
procrastination.
Stepwise
regression
results
showed
conscientiousness,
style
can
Conclusion:
It
be
concluded
predicted
by
students’
traits.
Psychological Reports,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 13, 2024
This
study
aims
to
examine
gender
differences
in
the
relationship
between
procrastination
and
subjective
well-being
a
sample
of
1052
individuals.
Including
both
students
non-students.
The
participants,
56.7%
were
women
(Mean
=
24.83,
Standard
Deviation
6.01,
range
18–56)
43.3%
men
25.01,
6.91,
18–59),
completed
assessments
covering
procrastination,
positive
affect,
negative
life
satisfaction.
data
analyzed
using
one-way
ANOVA
structural
equation
modeling.
current
findings
suggest
that
men,
compared
with
women,
reported
higher
levels
lower
affect.
results
has
greater
impact
on
especially
among
non-student
males.
These
contribute
understanding
well-being,
emphasizing
need
for
further
research.
Futurity Education,
Год журнала:
2024,
Номер
unknown, С. 92 - 109
Опубликована: Июнь 17, 2024
Grading
for
Equity
is
a
pedagogical
approach
founded
on
principles
of
educational
equity
whereby
educators
strive
to
mitigate
systemic
barriers
learning
by
implementing
alternative
grading
practices
that
enhance
student
performance.
This
study
examined
the
critical
role
equitable
in
fostering
success
and
promoting
equity.
A
qualitative
method
using
phenomenological
inquiry
order
investigate
how
Jefferson
High
School
students
change
their
academic
performance
through
was
used
study.
The
data
collected
analysed
thematic
analysis
Interpretative
Phenomenological
Analysis
(IPA),
conducting
semi-structured
interview
with
12
diverse
participants.
researchers
ensured
followed
protocols
concerning
securing
permission
from
school
administration
parents
or
guardians.
positive
result
revealed
when
interpretation
showed
beneficial
this
practice
students'
engagement
impacted
not
only
each
but
also
mindset
achieve
success.
suggests
clear
policy
guidelines,
providing
ongoing
professional
development
teachers,
ensuring
across
curriculum,
further
research
effective
strategies.
course
action
will
have
huge
impact
our
future
generation.
Objective:
The
aim
of
the
present
study
was
to
determine
mediating
role
self-regulation
in
predicting
academic
self-handicapping
among
lower
secondary
school
students
based
on
their
attachment
parents,
peers,
and
teachers.
Methods
Materials:
This
research
falls
under
category
descriptive-correlational
studies,
utilizing
structural
equation
modeling.
statistical
population
consisted
all
female
Tehran.
sample
included
384
participants
selected
through
convenience
sampling.
Data
were
collected
using
Inventory
Parent
Peer
Attachment
(Armsden
&
Greenberg,
1987),
Teacher
Scale
(Eliot
Mikulincer,
2006),
Self-Handicapping
(Jones
Rhodewalt,
1982),
Academic
Self-Regulation
Questionnaire
(Bouffard
et
al.,
1995).
Descriptive
indices
such
as
mean
standard
deviation
used.
In
inferential
statistics
section,
modeling
Pearson
correlation
methods
employed
SPSS.22
AMOS.22
software
for
data
analysis.
Findings:
findings
indicated
a
significant
negative
relationship
between
parents
(β
=
-0.668,
p
<
0.01),
peers
-0.256,
teachers
-0.051,
0.05),
students'
self-handicapping.
Additionally,
there
positive
0.318,
0.340,
0.242,
self-regulation.
A
also
found
-0.233,
0.01).
Furthermore,
relationships
observed
-0.074,
-0.079,
-0.057,
Conclusion:
Therefore,
it
concluded
that
significantly
negatively
mediates
teachers,
Objective:
Academic
procrastination
is
a
common
issue
among
students
that
significantly
impacts
their
academic
performance
and
mental
health.
This
study
aims
to
develop
counseling
package
based
on
the
lived
experiences
of
middle
school
girls
reduce
procrastination.
Considering
multifaceted
nature
procrastination,
this
examines
cognitive,
behavioral,
emotional,
relational,
motivational
dimensions
create
an
effective
intervention.
Methods
Materials:
qualitative
utilized
phenomenological
approach
explore
with
Participants
were
purposefully
selected
from
schools
in
District
5
Tehran
during
2023-2024
year.
Data
collected
through
semi-structured
interviews
analyzed
using
Colaizzi's
seven-step
method
extract
meaningful
statements,
formulate
meanings,
identify
themes.
Results:
analysis
revealed
five
main
students'
procrastination:
motivational.
The
cognitive
dimension
includes
errors
understanding
concepts,
perceptions
difficulty
materials,
ability
focus
pay
attention,
personal
attitudes
beliefs
about
education.
behavioral
encompasses
avoidance
behaviors,
sleep
rest
patterns,
leisure
activities,
use
technology
social
networks,
learning
styles,
planning.
emotional
involves
feelings
related
pressure,
failure
frustration,
motivation
enthusiasm
for
learning,
levels
stress
anxiety.
relational
refers
interactions
friends
teachers,
family
relationships,
culture
classroom
environment,
impact
virtual
communications.
Finally,
goals,
intrinsic
extrinsic
rewards,
self-efficacy
beliefs,
individual
values,
previous
success
failure,
importance
education
future
Conclusion:
developed
consists
12
sessions
addressing
each
identified
dimension.
program
strategies
(sleep,
time
management),
techniques
(error
correction,
enhancement),
emotion
management
(stress
reduction,
increase),
communication
skills
(effective
interaction
peers,
family).
comprehensive
designed
equip
necessary
effectively
combat
