Structural Modeling for prediction of Academic Procrastination Based on Psychological Capital with Mediation of Psychological, Emotional and Social Well-being in University Students

Abstract

The purpose of this study was to predict academic procrastination based on psychological capital through the mediation of psychological, emotional and social well-being in University students. The research method was descriptive-correlational and the statistical population included all students of Shahid Rajaee Teacher Training University in the academic year of 1995-96. Four hundred and twenty participants were randomly selected by the cluster multistage method and completed the scales of academic procrastination (Savari, 2011) resilience (Connor and Davidson, 2003), life orientation (Scheier and Carver, 1992)) for measuring optimism, hope (Snyder, et al., 1991), and comprehensive well-being (Joushanloo, Roustami & Nosratabadi, 2001), with emotional, psychological and social components. Data were analyzed by structural equation modeling. The results show that all fitness indices fit with the collected data. The total effect of psychological capital on academic procrastination is negative and significant, and the effect of psychological capital on emotional, psychological and social well-being is positive and significant. The effect of psychosocial well-being on the academic procrastination is significant, as well as the indirect effect of psychological capital on academic procrastination with mediating of psychological, emotional and social well-being is significant. It is recommended that educational psychologists and consultants develop a suitable educational program to reduce the academic procrastination in the students of University and educate them about ways to promote resilience, optimism hope, and social, psychological and emotional well-being.

Keywords

• "psychological capital"
• "psychological
• emotional and social wellbeing"
• "academic procrastination"