A Structural Model of Academic Procrastination Based on School Climate, Social Support, and Sense of Coherence: The Mediating Role of Emotion Regulation
Keywords:
Academic procrastination model, school climate, social support, psychological cohesion, and emotion regulationAbstract
Objective: This study aimed to investigate a structural model of academic procrastination based on school climate, social support, and sense of coherence, with the mediating role of emotion regulation among high school students in Tehran.
Methods and Materials: The study employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population included all male and female high school students (second period) in District 1 of Tehran during the 2022–2023 academic year, selected through stratified sampling. Data were collected via validated questionnaires on academic procrastination, emotion regulation, sense of coherence, perceived social support, and school climate. Data analysis was conducted using SPSS v24 and AMOS v23 software.
Findings: Results revealed that school climate (β = -0.23; p < 0.01), social support (β = -0.24; p < 0.01), and sense of coherence (β = -0.73; p < 0.01) had significant direct negative effects on academic procrastination. Additionally, emotion regulation negatively predicted academic procrastination (β = -0.49; p < 0.01) and mediated the effects of all three predictors on the outcome variable. All direct and indirect paths were statistically significant, supporting the hypothesized model.
Conclusion: The findings suggest that improving school climate, increasing social support, and fostering students’ psychological coherence may lead to reduced academic procrastination through better emotion regulation. The structural model demonstrated good fit and predictive power for student procrastination behavior.
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