Document Type : Original Article
Authors
1 Assistant Professor, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran:
2 . Master of Science in School Counseling, Counseling Department, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 Assistant Professor, Department of Educational Sciences, University of Farhangian, Kurdistan, iran
Abstract
The present study aimed to investigate a structural model of academic procrastination among university students based on academic self-handicapping behaviors and implicit theories of intelligence, with difficulties in emotion regulation as a mediating variable. This descriptive-correlational study employed structural equation modeling (SEM) to examine the relationships among the study variables. The statistical population consisted of all undergraduate, master's, and doctoral students at the University of Kurdistan during the 2024–2025 academic year. Based on Kline's recommendation for SEM and using convenience sampling, 268 students (171 females and 97 males) were selected. Data were collected using the Implicit Theories of Intelligence Scale, Academic Procrastination Scale, Academic Self-Handicapping Scale, and Difficulties in Emotion Regulation Scale. Data were analyzed using SPSS version 26 and AMOS version 24. The results indicated that the proposed model demonstrated a good fit to the data. Academic self-handicapping, entity beliefs about intelligence, and difficulties in emotion regulation had significant positive direct effects on academic procrastination (p < .05), whereas incremental beliefs about intelligence had a significant negative direct effect (p < .05). Furthermore, academic self-handicapping and entity beliefs about intelligence exerted significant positive indirect effects on academic procrastination through difficulties in emotion regulation (p < .05). These findings suggest that academic procrastination is influenced by entity beliefs about intelligence and academic self-handicapping, with difficulties in emotion regulation serving as a significant mediator. Accordingly, interventions targeting maladaptive intelligence beliefs, reducing self-handicapping behaviors, and strengthening emotion regulation skills may help reduce academic procrastination among university students.
Keywords
- Academic procrastination
- self-defeating academic behavior
- implicit theory of intelligence
- emotional regulation difficulties
Main Subjects
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