Volume 4, Issue 4 (December 2025)
IJER 2025, 4(4): 1-11 |
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Ghanbaridochahi M, Azizi G. (2025). Investigating the Role of Feelings of Failure in Predicting Academic Procrastination among High School Students. IJER. 4(4), 1-11. doi:10.22034/ijer.4.4.17
URL: http://ijer.hormozgan.ac.ir/article-1-564-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-564-en.html
1- M.A. in Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran
2- Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh, Iran ,azizigh@iau.ac.ir
2- Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh, Iran ,
Abstract: (561 Views)
Objective: This study aimed to examine the role of feelings of failure in predicting academic procrastination among first-year high school students (lower secondary level).
Methods: The present research is descriptive-correlational. The statistical population consisted of all female students in the first year of high school during the academic year 1405–1404. From this population, a sample of 380 students was selected using multistage cluster sampling. To collect data, the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984) and the Feelings of Failure Scale (Gilbert & Allan, 1998) were used. Data were analyzed using multiple Pearson correlation coefficients.
Results: The regression analysis revealed that the variable of feelings of failure can significantly predict a portion of the variance in academic procrastination.
Conclusions: Based on the findings, it can be concluded that reducing negative environmental experiences that lead to feelings of failure plays a key role in reducing students’ academic procrastination. It is suggested that school counselors develop educational packages based on enhancing resilience and managing unsuccessful (frustrating) emotions to help students improve their academic performance.
Methods: The present research is descriptive-correlational. The statistical population consisted of all female students in the first year of high school during the academic year 1405–1404. From this population, a sample of 380 students was selected using multistage cluster sampling. To collect data, the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984) and the Feelings of Failure Scale (Gilbert & Allan, 1998) were used. Data were analyzed using multiple Pearson correlation coefficients.
Results: The regression analysis revealed that the variable of feelings of failure can significantly predict a portion of the variance in academic procrastination.
Conclusions: Based on the findings, it can be concluded that reducing negative environmental experiences that lead to feelings of failure plays a key role in reducing students’ academic procrastination. It is suggested that school counselors develop educational packages based on enhancing resilience and managing unsuccessful (frustrating) emotions to help students improve their academic performance.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/07/14 | Accepted: 2025/09/10 | Published: 2025/12/1
Received: 2025/07/14 | Accepted: 2025/09/10 | Published: 2025/12/1
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