عنوان مقاله [English]
The tendency to postpone learning activities is regarded as an important reason for low academic performances among students. Academic procrastination is a complex phenomenon and despite numerous studies, there is no consensus among experts about its components.
This study aimed to explore the contextual, processual, and consequential factors related to procrastination. For this purpose, the current study used grounded theory. 30 third-grade high school students in the academic year 95-96 were selected through purposive and theoretical sampling. Semi-structured interviews were conducted to collect data. During this process, open and axial coding were carried out. Related categories in the field of paradigmatic model, process and outcome were determined. Then in the selective coding, the core category or main research theme was extracted.
The findings revealed 12 main themes and 33 sub-themes in the model paradigm. In the domain of context, the structure of the educational system, factors related to teachers, peers, tasks, parents, and individual traits; in processual domain, poor planning and time management, low mindfulness and delay in doing homework, and finally academic and emotional consequences were extracted. The central category extracted was an instrumental attitude towards learning.
According to the results of this study, students consider learning as an instrument for achieving external outcomes. Therefore, learning activities take priority when there is a possibility that they might lead to the desired results; otherwise they will be set aside. Central category linked context to the process making the consequences of procrastination more comprehensible. Findings specified the components of academic procrastination in the framework of grounded theory. Based on this model, suggestions were presented in different areas for education authorities, teachers, parents and students.
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