PE 146

The Relationship between Academic Self-confidence, Academic Buoyancy and Academic Engagement with Academic Procrastination among Iranian EFL Learners

كارشناسي ارشد

زبان انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

98/11/05

78ص.

درجه ارزشيابي: خوب

هدي ديوسر

شهين شيخ

Academic self-confidence , Academic engagement , Academic Engagement , Academic Procrastination , Students

ديوسر،هدي،راهنما , شيخ،شهين،مشاور

The purpose of this study was to investigate the relationship among academic self-confidence, academic buoyancy and academic engagement with academic procrastination in English language students. The research method was descriptive correlational. One hundred and six EFL learners were selected by convenience sampling to complete the questionnaires of academic self-confidence, academic buoyancy and academic engagement and academic procrastination responded. The data were analyzed using Pearson correlation coefficient and regression analysis. The results showed that there is a negative and significant relationship between academic self-confidence and academic procrastination. There was a negative significant relationship between academic buoyancy and academic procrastination, and the relationship between academic engagement and academic procrastination was negative and significant. Also, the results of regression analysis revealed that approximately %13 of the variance of academic procrastination of English language students is predictable based on variables of academic self-confidence, academic buoyancy and academic engagement. According to the results of the research, it can be said that academic self-confidence, academic buoyancy and academic engagement are related to academic procrastination and are able to predict changes in studentsʹ academic procrastination. Therefore, it is suggested that university professors and principals pay attention to the role of academic self-confidence, academic buoyancy and academic engagement to reduce academic procrastination.

99/08/28

منتخبي

61328