Educational Procrastination as a sign of deficiency in self regulation is considered as a prevalent Educational problem. Goal orientation, on the other hand, is one of the constituent elements of self regulation. To determine the role of different goal orientations in Educational Procrastination, a sample of 255 graduate students in different areas of study was selected and two measures of Educational Procrastination and goal orientation were administered. A regression analysis of the collected data revealed that performance-avoidance and mastery-avoidance orientations are positive predictors, while the mastery approach orientation is a negative predictor of Educational Procrastination. Results also indicated a difference between males and females in the way the two constructs (i.e. Educational Procrastination and goal orientation) are related.

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-based techniques and the relevant literature of academic Procrastination considering the effective constructs, including self-efficacy, test anxiety, self-esteem, and perfectionism. In a quasi-experimental study, 36 subjects were selected. In order to study the effect of the Educational package on students, the experimental and control groups were put into pre-test, post-test, and followup categories. Results: Mixed ANOVA revealed the effectiveness of the provided Educational package on improving mindfulness (F=20. 87; P<0. 001) and reducing academic Procrastination (F=44. 67; P<0. 001) whose effect was significant. Conclusion: Based on the results, self-efficacy, test anxiety, self-esteem, and perfectionism of the participants in the post-test and follow-up were significantly different from the pre-test. The findings of this study are consistent with the findings of previous studies. These results are applicable to clinical and Educational practitioners.

This study was conducted to determine the effectiveness of teaching self-regulated metacognitive learning strategies on Educational resilience and Procrastination of Tabriz secondary school students in 1396-97 academic year. It was a semi-experimental research with pre and post-test control group design. The research population included Tabriz secondary school students. The research sample consisted of 60 students with high Educational resilience who were selected through a preliminary study and a multi-stage cluster sampling method. Then, they were assigned to experimental and control groups, using a targeted substitution method. The experimental group participated in the training sessions for autonomous-metacognitive strategies for 12 sessions and the control group did not receive any intervention. For the experimental group, the curriculum was self-regulated metacognitivestrategies-forological and for the control group-the normal daily education. The tools used in this research were: academic resiliency (Samuels & Woo, 2009) and academic Procrastination (Solomon & Rothblum, 1984). Data were analyzed using multivariate covariance. The results of multivariate covariance analysis indicated that training self-regulated metacognitive strategies increased and improved the components of academic achievement and decreased the components of academic Procrastination. The results showed that training metacognitive learning strategiescan provide programs to increase and improve the students' academic achievement. This research has implications for teachers, trainers and school counselors who could use its outcomes to improve students' progress.

The purpose of this study was to investigate the mediating role of Procrastination in correlation between resilience, vitality and academic performance of students with Learning Disabilities. The present study was of correlational methid and path analysis type. The statistical population included all elementary school students in Tehran during the academic year 1995-96. A total of 150 individuals of both sexes (70 girls and 80 boys) were selected by random sampling. They answered the Resilience Scale (ARS), Academic Vitality Questionnaire (AVQ), and Procrastination Assessment Scale for Students Questionnaire (PASS). The results showed that resilience has a positive and significant relation with the vitality and performance of students. Also, Procrastination has a meaningful and negative relationship with vitality and performance. On the other hand, the results showed that Procrastination has a significant mediating role between vitality and performance as well as vitality and performance. Educational Procrastination, Educational resilience and academic vitality affect the Educational, economic, social and mental health of students with learning disabilities, and academic Procrastination plays a mediating role in the relationship between vitality, resiliency and performance.

Background and Objective: Computer and internet tools are necessary to facilitate the living of people today that had created risks. One of these risks can develop in the students' Educational Procrastination. This study aimed to discriminate normal students from those with Educational Procrastination based on internet addiction.Materials and Methods: The research method of this study was causal comparative. The population consisted of dormitory students studying at universities of Azerbaijan in the academic years 2015-2016 who according to Morgan table, 200 of them were selected by multi-stage cluster sampling. Data were collected from questionnaires for Procrastination Solomon and Rasblvm and internet addiction. Data using cluster analysis and discriminant analysis were analyzed.Results: The results showed that the detection of the first cluster of students with high levels of valuation prepared for the exam, preparing assignments, preparation for addiction to internet articles that clustering students with high academic Procrastination and called internet addiction. The second cluster includes students with lower levels of valuation prepared for the exam, preparing assignments, preparation for addiction to internet articles that clusters of students with low academic Procrastination was called internet addiction. Detection function results showed that 81 cases (77.9%) of students with academic Procrastination and 59 cases (61.5 percent) were diagnosed correctly as ordinary students.Conclusion: Educational Procrastination and internet addiction are important factors that should be education; education students are considered with proper education and teach time management and effective use of the internet.

Criticism is judging the merits and demerits of something and showing its weaknesses and strengths. Textbook evaluation, as a small step in learning and teaching process, can help teachers and learners find books that suit their needs and likes. In the present article, the book ‘ Educational Psychology’ (the 13th global edition) authored by Anita Woolfolk (2016) is reviewed and evaluated. This is a qualitative evaluation based on the writer’ s experience in teaching this source in postgraduate classes for several years. To do so, the formal characteristics and the content of the book and the degree of its success in fulfilling the objectives, which are mentioned in the introduction of the book, are examined. Although this book, like any other book, is not flawless, it can surely be recommended to those who are interested in the learning-teaching process. It is hoped that, via this article, this book would be read and used by more people in the scientific community of Iran.

AIM: aim of this study was investigating structural pattern of Educational Procrastination to objective orientation and attribution styles including mediator of students Educational motivation. Method: correlation method was used for this study. Statistical society was students at second high school level at bojnourd in 1395-96 academic year. By using random clustering sampling method 6 girls and boy high school were selected. also 3 classes in each school were involved. This sample consisted of 400 persons (171 boy and 231 girls). Data was collected by 1 solomon and ruth blome Educational Procrastination questionnaire 2 objective orientation questionnaire (elyot and mick gerigor, 2001). piterson and seligmans children and teenagers documentary questionnaire(1982)and hartler Educational motivation questionnaire. Results: findings showed suggested pattern was grace ful and fit for data. Pattern processing showed direct course coefficients which terminated to motivation including mastery orientation, advoidance function, negative documentary method, and direct course coefficient of Educational motivation toward Educational Procrastination are significant at 0. 05 alpha level. Further more all of indirect effects of the pattern are significant. Degree of significance on indirect effects of pattern showed all of these effects are significant at 0. 05 alpha level. Conclusion: regarding direct role of mastery goal in reducing Procrastination, while offering training policy in this field more emphasize must be on training skills and proficiency rather than score and degree orientation. Also teaching some tips for overcoming on pessimistical attribution styles increase Educational motivation and as a consequence decreases Educational Procrastination.

Procrastination means to have intentional delay in carrying out responsibilities. The main purpose of this study was to investigate the effect of training overcoming Procrastination on decreasing pupils' Procrastination and increasing their Educational performance in turn. The sample included 46 elementary pupils were selected using random sampling method. The content of overcoming Procrastination was trained to sample group. Researcher-made 25 item questionnaire was used to evaluate the amount of Procrastination and pupils' grade point averages were used in order to evaluate the their Educational performance. After gathering and analyzing the data, it was showed that training overcoming Procrastination on Procrastination caused decreasing on Procrastination by using covariate analysis and also in comparison with control group; increasing Educational performance of experimental group.

Introduction: Educational Procrastination is a pervasive issue among students, influenced by a range of demographic, psychological, and behavioral factors. This study aimed to assessthe prevalence and determinants of Educational Procrastination among medical students at Shahid Beheshti University of Medical Sciences, focusing on the unique challenges posed by remote learning and Internet use.Methods: A quantitative, cross-sectional study was conducted involving 200 medical students who had completed the basic sciences courses. Data were collected using a demographicquestionnaire, Solomon and Rothbloom’s academic Procrastination questionnaire, and a researcher-made questionnaire assessing the factors contributing to Procrastination. Statistical analyses, including t-tests, chi-square tests, and regression analyses, were performed using SPSS version 24.Results: The study found a high prevalence of severe Procrastination among medical students. Age, gender, and Internet addiction emerged as significant predictors of Procrastination,with younger students, females, and those with higher levels of Internet addiction exhibiting greater Procrastination tendencies. Other factors, including Educational status, second job, workexperience, marital status, living arrangements, socioeconomic status, GPA, psychological issues, self-confidence, stress during tests, and motivation, did not significantly predict Procrastination.These findings underscore the complexity of academic Procrastination and its multifaceted determinants.Conclusion: Interventions to reduce Procrastination should consider key demographic and psychological factors, especially focusing on younger students, females, and those with high levelsof Internet addiction. Further research is required to explore causal relationships and develop targeted strategies for addressing Procrastination in medical education.