Volume 8, Issue 1 (March 2026)
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Ghanbaridochahi M, Azizi G. (2026). Prediction of Academic Procrastination Based on Components of Psychological Hardiness and Sense of Failure in Female High School Students. IEEPJ. 8(1),
URL: http://ieepj.hormozgan.ac.ir/article-1-1158-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1158-en.html
1- M.A. in Educational Psychology, Islamic Azad University, Science and Research Branch, Tehran, Iran
2- Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh, Iran ,azizigh@iau.ac.ir
2- Department of Educational Management, Faculty of Humanities, Islamic Azad University, Saveh, Iran ,
Abstract: (64 Views)
Objective: The present study was conducted to predict academic procrastination based on the components of psychological hardiness and sense of failure among female students in the first cycle of secondary school.
Methods: This descriptive-correlational study included all female lower-secondary students in 2025, from whom a sample of 380 students was selected through multistage cluster sampling. Data were collected using the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Psychological Hardiness Scale (Kobasa, 1979), and the Sense of Failure Scale (Gilbert & Allan, 1998). Data analysis was performed using Pearson correlation coefficients and multiple regression analysis.
Results: The findings indicated a significant and negative relationship between psychological hardiness and academic procrastination, suggesting that higher levels of psychological hardiness are associated with lower levels of academic delay. Additionally, a significant and positive relationship was observed between sense of failure and academic procrastination. Regression analysis further revealed that psychological hardiness and sense of failure significantly predicted a portion of the variance in academic procrastination, with sense of failure demonstrating a stronger predictive role in explaining avoidant behaviors compared to psychological hardiness.
Conclusions: Based on the findings, it can be concluded that strengthening internal resources such as psychological hardiness and reducing negative environmental experiences that contribute to a sense of failure play a crucial role in decreasing students’ procrastination. It is recommended that school counselors design educational programs aimed at enhancing resilience and managing frustrating emotions to support students in improving their academic performance.
Methods: This descriptive-correlational study included all female lower-secondary students in 2025, from whom a sample of 380 students was selected through multistage cluster sampling. Data were collected using the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984), the Psychological Hardiness Scale (Kobasa, 1979), and the Sense of Failure Scale (Gilbert & Allan, 1998). Data analysis was performed using Pearson correlation coefficients and multiple regression analysis.
Results: The findings indicated a significant and negative relationship between psychological hardiness and academic procrastination, suggesting that higher levels of psychological hardiness are associated with lower levels of academic delay. Additionally, a significant and positive relationship was observed between sense of failure and academic procrastination. Regression analysis further revealed that psychological hardiness and sense of failure significantly predicted a portion of the variance in academic procrastination, with sense of failure demonstrating a stronger predictive role in explaining avoidant behaviors compared to psychological hardiness.
Conclusions: Based on the findings, it can be concluded that strengthening internal resources such as psychological hardiness and reducing negative environmental experiences that contribute to a sense of failure play a crucial role in decreasing students’ procrastination. It is recommended that school counselors design educational programs aimed at enhancing resilience and managing frustrating emotions to support students in improving their academic performance.
Keywords: Academic procrastination, Psychological hardiness, Sense of failure, Female students, High school
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/03/11 | Accepted: 2025/07/18 | Published: 2026/03/1
Received: 2025/03/11 | Accepted: 2025/07/18 | Published: 2026/03/1
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