The purpose of this research was to study the relationship between academic identity and Academic procrastination. The research method is descriptive – correlational. The Statistical population of this study were third grade students of secondary school in Kahrizak in the 2013 - 2014 school years (1078) that the sampling were selected with using of cluster sampling of 311 people and responded t...

Introduction: What influences the student's academic achievement and success, or the extent of the contribution and participation of each factor, has always been an area of interest to scholars and educational psychologists. This study investigated Achievement Motivation as a mediator of the relationship between Test Anxiety and Academic Procrastination with Academic Achievement between Test An...

Objectives Academic procrastination is an unreasonable delay in the submission of academic assignments, which is very common. This research was designed to develop and study the effect of a mindfulness-based educational package on reducing academic procrastination.  Methods The educational package based on mindfulness for reducing academic procrastination was designed by using mindfulness-base...

Introduction: Exam anxiety as a common phenomenon is one of the problems of educational systems that affect academic performance. This study was performed to determine exam anxiety and its relationship with demographic factors among new students in Hormozgan University of Medical Sciences. Methods: In this descriptive- analytical study, 310 new students of Hormozgan University of Medical Scienc...

Background and Objectives: Behavioral incompatibility of students is currently one of the concerns of the educational system. The aim of this study was to determine the effectiveness of commitment-based treatment and acceptance on academic procrastination and behavioral maladaptation of students with test anxiety. Materials and Methods: The present study was a quasi-experimental study with a...

This study sought to investigate the effectiveness of teaching emotion regulation strategies in academic engagement, academic help-seeking, and academic procrastination among female senior high school students in Gorgan. To this end, 30 students were selected through purposive sampling method and then were randomly assigned to an experimental (N=15) and a control group (N=15). The experimental ...