Predicting academic procrastination based on academic resilience, intolerance of uncertainty, positive and negative perfectionism: The mediating role of experiential avoidance

Abstract

This study aimed to predict academic procrastination based on academic resilience, intolerance of uncertainty, and positive and negative perfectionism with the mediating role of experiential avoidance. The method of this research is descriptive-correlational. The statistical population consisted of all male and female students of Payame Noor University of Isfahan who were studying in the first semester of 2019-2020. The sample group consisted of 200 people who were selected by purposive sampling. Subjects completed Solomon and Ruth Bloom's Academic Procrastination Scale (1984), Samoels Academic Resiliency Questionnaire (2004), Freeston et al Uncertainty Intolerance Questionnaire (1994), Try-short et al perfectionism scale, and Bond Experience Avoidance Questionnaire (2007). In order to analyze the data, SPSS-22, and AMOS-20 and to confirm the research model, structural equation modeling was used. The results showed that resilience and positive perfectionism had a significant and inverse relationship with academic procrastination and intolerance of uncertainty, experiential avoidance and negative perfectionism had a significant and positive relationship with academic procrastination (P<0.01). The mediating role of experiential avoidance on the relationship between uncertainty intolerance and positive and negative perfectionism with academic procrastination was also confirmed. Therefore, in order to reduce students' academic procrastination and prevent its impact on academic performance, it is suggested to promote academic resilience, positive perfectionism and reduce uncertainty intolerance, negative perfectionism, and avoid the experience.

Keywords

• experiential avoidance
• academic procrastination
• academic resilience
• intolerance of uncertainty
• perfectionism