The Relationship between Family Emotional Atmosphere and Academic Procrastination in Students: the Mediating Role of Cognitive Inflexibility (Experiential Avoidance)

Document Type : علمی - پژوهشی

Authors

1 Faculty of Psychology & Educational Sciences Shahid Beheshti University

2 Associate Professor of Educational and Developmental Psychology, Faculty of Psychology and Educational Sciences, Shahid Beheshti University

3 Faculty of Psychology and Educational Sciences, Yazd University

Abstract

 
This study aims to investigate the role of Affective Atmosphere of Family on academic procrastination by add the role of experimental avoidance in students. The research design was descriptive-correlational. The participants of this study were 375 (219 girls and 156 boys) tenth grade students in Yazd in the academic year 2019-20, that were selected based on random cluster sampling. Data were collected from academic procrastination questionnaire (Solomon & Rothblum, 1984), affective atmosphere of family questionnaire (Hill Burn, 1964) and acceptance and practice questionnaire (Bond and et al, 2011). Data analysis was performed using correlation method based on structural equation modeling approach using AMOS software version 24. The results showed that affective atmosphere of family predicts directly, negatively and significantly, experiential avoidance (β=-0.68) and academic procrastination (β=-0.34). Experiential avoidance also directly, positively, and significantly predicts academic procrastination (β= 0.21). Finally, the results showed that experiential avoidance plays a mediating role in the relationship between affective atmosphere of family and academic procrastination. Therefore, it can be concluded that by improving the family's emotional atmosphere and increasing psychology flexibility (reducing experiential avoidance) students' academic procrastination can be somewhat reduced.

Keywords

Journal of Family Research
Volume 18, Issue 2 - Serial Number 70
September 2022
Pages 371-386

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