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Academic procrastination: the relationship between causal attribution styles and behavioral postponement
Rahim Badri Gargari1, Hossein Sabouri2, Fatemeh Norzad1
1Department of Psychology, University of Tabriz.
Objective:
This research was conducted to study the relationship between attribution and academic procrastination in University Students.
Methods:
The subjects were 203 undergraduate students, 55 males and 148 females, selected from English and French language and literature students of Tabriz University. Data were gathered through Procrastination Assessment Scale-student (PASS) and Causal Dimension Scale (CDA) and were analyzed by multiple regression analysis (stepwise).
Results:
The results showed that there was a meaningful and negative relation between the locus of control and controllability in success context and academic procrastination. Besides, a meaningful and positive relation was observed between the locus of control and stability in failure context and procrastination. It was also found that 17% of the variance of procrastination was accounted by linear combination of attributions.
Conclusion:
We believe that causal attribution is a key in understanding procrastination in academic settings and is used by those who have the knowledge of Causal Attribution styles to organize their learning.
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