|
The Relationships Among Mindfulness, Emotion
Control and Educational Procrastination of
High School Students in Tehran
|
Fatemeh Mokhtari *   , Maryam Zolfaghari |
| Senior Researcher, Research University.E-mail: Fatemeh.mokhthare1@yahoo.com |
|
|
Abstract: (1413 Views) |
Introduction: In today’s societies, there are many barriers to educational achievement that disrupt
students’ performance. One of these barriers which declines student’s educational performance is educational
procrastination that is highly prevalent and often has adverse and irreversible consequences. The purpose
of this study was to determine the relationships among mindfulness, emotion control and educational
procrastination of high school students in Tehran.
Methods: This study was a descriptive correlational research. The statistical population of this study
was all female high school students in Tehran in 2017-2018. The sampling method was multi-stage cluster
sampling in order to select some female high schools among all female high schools in Tehran. The
instruments used for data collection were the Freiberger Mindfulness Questionnaire (2006), Shot Emotion
Control Questionnaire (1998), and Tuckman’s Deepening Questionnaire (1991). Finally, the collected data
were analyzed at two levels of descriptive (mean, variance, standard deviation...) and inferential (Pearson,
step by step regression...) statistics using SPSS software (version 23).
Results: The results indicated that there was a negative and significant relationship between mindfulness
and procrastination among female high school students in Tehran with the correlation coefficient of -0.77.
There is a negative and significant correlation between emotion control and procrastination among female
high school students in Tehran with a correlation coefficient of -0.48. Also, mindfulness and emotional control
predict the correlation coefficient of 0.78 for procrastination among female high school students in Tehran.
Conclusion: The results of this study indicate the importance of mindfulness and emotion control as
psychological and emotional skills in decreasing students’ procrastination. Individuals who attain higher
scores in the mind-awareness scale are more likely to be present in the present, are alert and aware of
internal and external phenomena, have developed a non-judgmental approach to acceptance of phenomena,
and instead of reactive and non-constructive encounters, they confront productive and actionable ways of life. |
|
| Keywords: Mindfulness, Emotional Control, Procrastination, Students |
|
|
Full-Text [PDF 298 kb]
(1537 Downloads)
|
Type of Study: Research |
Subject:
Special
Received: 2019/05/25 | Accepted: 2019/05/25 | Published: 2019/05/25
|
|
|
|
|
|
|
| Add your comments about this article |
|
|
|
