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year 10, Issue 3 (Spring 2021 2021)
Rooyesh 2021, 10(3): 89-100 |
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Haghmohamadisharahi G, Ostovar Z, Bermas H. (2021). Procrastination: The role of prediction cognitive errors and perfectionism. Rooyesh. 10(3), 89-100.
URL: http://frooyesh.ir/article-1-2462-en.html
URL: http://frooyesh.ir/article-1-2462-en.html
1- M.A of General Psychology, Islamic Azad University, Science and Research Branch of Tehran (Alborz), Iran. , ghobad.haghmohamadi@gmail.com
2- Assistant Professor of Psychology, Islamic Azad University, Science and Research Branch of Tehran (Alborz), Iran.
2- Assistant Professor of Psychology, Islamic Azad University, Science and Research Branch of Tehran (Alborz), Iran.
Abstract: (2204 Views)
The present study aims to predict procrastination through cognitive errors and perfectionism. The present research method is a descriptive correlation. The statistical population included all high school students in the east of Tehran in the academic year 1393-94, among whom 280 were selected by Simple Random Sampling. To collect data, the negative cognitive errors questionnaire (Leitenberg et al., 1985), Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), and behavioral procrastination questionnaire (Lay, 1986) was used. The results were analyzed using Pearson correlation analysis, multiple regression, and independent t-test. The results showed that there was a positive and significant relationship between all cognitive errors and procrastination (p<0.01). Also, procrastination has a positive significant relationship with self-oriented perfectionism and a negative significant relationship with social-oriented perfectionism (p<0.01). The regression analysis results showed that cognitive errors and self-oriented perfectionism can predict 15.5% of procrastination variance. Independent T-test showed that there was no significant difference between girls' and boys' scores in any of the variables (p>0.05). These results clarify the importance of cognitive errors and perfectionism in procrastination, and therapists and designers of workshops and cognitive-based training programs can use these findings to enrich their interventions.
Type of Article: Research |
Subject:
General Psychology
Received: 2020/11/21 | Accepted: 2021/01/25 | ePublished: 2021/05/31
Received: 2020/11/21 | Accepted: 2021/01/25 | ePublished: 2021/05/31
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