Zohreh Riazi; Seyyedeh Mona Ebrahimian shiadeh; Zahra Naghsh; Zohreh Mousavi amirabad
Volume 12, Special Issue , June 2018, , Pages 579-592
Abstract
This study aimed to investigate the relationship between cognitive style, cognitive disfunction and negative emotions in students was procrastination. The population of all third year students studying at the secondary school in Tehran, in the 94-95 school year. 135 students of secondary schools in the ...
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This study aimed to investigate the relationship between cognitive style, cognitive disfunction and negative emotions in students was procrastination. The population of all third year students studying at the secondary school in Tehran, in the 94-95 school year. 135 students of secondary schools in the city of Tehran were selected by multi-stage cluster sampling method. After discarding incomplete questionnaires finally 115 questionnaires were analyzed. AbzarHay data collection of cognitive abilities (Save, 1392), the Positive and Negative Affect Scale and Tlgn Watson (1988), and Cognitive Style Inventory (Kolb, 1982) and procrastination questionnaire (Solomon and Ruth Bloom, 1984). were. Data were analyzed using correlation and regression analysis. The results showed that active experimentation style, cognitive ability and procrastination are significant predictors of negative emotions. The results of regression showed that negative emotions and cognitive abilities were significantly positive and negative role predict procrastination, and procrastination total of 63% of the variance accounted for addressing.
