Abolfazl Farid; Ramin Habibi; mohammad mohammadi
Abstract
The purpose of the current study was to investigate the experiences of students with academic procrastination. The methodology was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully ...
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The purpose of the current study was to investigate the experiences of students with academic procrastination. The methodology was qualitative and phenomenological type. Semi-structured interviews were conducted with 11 students of the fourth grade of high school in Marivan city who were selected purposefully in the academic year of 1995-96. Recorded interviews were recorded in written form and analyzed in a seven-stage Colaizzi sampling. An analysis of the lived experiences of students has led to the identification, categorization and extraction of the main categories of "academic procrastination etiology", "outcomes" and "strategies", and also from the main categories mentioned, sub categories of intrapersonal etiology including lack of Time management skills, perfectionism and absolute thinking, negative thoughts and fear of failure, lack of interest in the educational subjects and peripheral and interpersonal etiology including friends without plan and motivation, lack of successful prototypes, as well as emotional, psychological, educational, and behavioral-cognitive outcomes and individual-social strategies were extracted as the main categories of consequences and solutions. The findings of this study provided a clear picture of the causes of academic procrastination, outcomes, and problem solving strategies.
