Shenakht Journal of Psychology and Psychiatry
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1- PhD student, department of psychology, faculty of psychology and education, Kharazmi university, Tehran, Iran
2- Assistant Professor, Psychological studies group, Kharazmi university, Tehran, Iran ,Khanipur.hamid@gmail.com
3- Associate professor, department of psychology, faculty of psychology, Kharazmi university, Karaj, Iran
4- Assistant Professor, Social studies group, Kharazmi university, Tehran, Iran
2- Assistant Professor, Psychological studies group, Kharazmi university, Tehran, Iran ,
3- Associate professor, department of psychology, faculty of psychology, Kharazmi university, Karaj, Iran
4- Assistant Professor, Social studies group, Kharazmi university, Tehran, Iran
Abstract: (102 Views)
Introduction: Procrastination in academic settings has emerged as a significant and widespread issue in higher education, accompanied by numerous personal and societal costs.
Objective: This study aims to investigate the relationship and interaction between motivation, willpower, and cultural values in shaping academic procrastination among graduate students, utilizing a grounded theory approach.
Method: This qualitative research employed grounded theory methodology. The study population consisted of graduate students from universities in Tehran during the academic year 2023-2024, who were invited to participate through announcements in mass media. A total of 18 participants were selected through purposive and theoretical sampling. Data collection involved semi-structured in-depth interviews and the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). Data analysis was conducted using open, axial, and selective coding with MAXQDA software version 20.
Results: The research identified 16 sub-themes and 5 main themes, with the central theme being 'lack of caregiving.' The identified themes encompassed antecedents, intervening conditions, contextual factors, strategies, and outcomes. These included voluntary motivational barriers, social anomie undermining willpower and motivation, cultural values in conflict with caregiving roles, self-preservation strategies, and the adverse consequences of academic procrastination.
Conclusion: Based on the findings, academic procrastination is not merely a voluntary motivational deficiency; rather, it may be more accurately viewed as a regulative strategy for coping with non-caring conditions among vulnerable individuals. It is recommended to establish supportive and caregiving educational and social conditions at both micro and macro levels in universities to prevent the emergence of this phenomenon among at-risk population.
Objective: This study aims to investigate the relationship and interaction between motivation, willpower, and cultural values in shaping academic procrastination among graduate students, utilizing a grounded theory approach.
Method: This qualitative research employed grounded theory methodology. The study population consisted of graduate students from universities in Tehran during the academic year 2023-2024, who were invited to participate through announcements in mass media. A total of 18 participants were selected through purposive and theoretical sampling. Data collection involved semi-structured in-depth interviews and the Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). Data analysis was conducted using open, axial, and selective coding with MAXQDA software version 20.
Results: The research identified 16 sub-themes and 5 main themes, with the central theme being 'lack of caregiving.' The identified themes encompassed antecedents, intervening conditions, contextual factors, strategies, and outcomes. These included voluntary motivational barriers, social anomie undermining willpower and motivation, cultural values in conflict with caregiving roles, self-preservation strategies, and the adverse consequences of academic procrastination.
Conclusion: Based on the findings, academic procrastination is not merely a voluntary motivational deficiency; rather, it may be more accurately viewed as a regulative strategy for coping with non-caring conditions among vulnerable individuals. It is recommended to establish supportive and caregiving educational and social conditions at both micro and macro levels in universities to prevent the emergence of this phenomenon among at-risk population.
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