Volume 2, Number 7 (3-2016)                   TLR 2016, 2(7): 28-17 | Back to browse issues page



PMCID: 26833108

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Canonical analysis of the relationship between academic identity among students with academic procrastinate. TLR. 2016; 2 (7) :28-17
URL: http://tlr.shahed.ac.ir/article-1-1038-en.html

Abstract:   (1306 Views)

The purpose of this research was to study the relationship between academic identity and Academic procrastination. The research method is descriptive – correlational. The Statistical population of this study were third grade students of secondary school in Kahrizak in the 2013 - 2014 school years (1078) that the sampling were selected with using of cluster sampling of 311 people and responded to questionnaires of academic identity (Was & Isaacson, 2008) and Academic procrastination questionnaires (Solomon & Rothblum, 1984). For determining of Questionnaire validity according to experts and for estimating reliability, Cronbach’s alpha formula is used. The findings obtained using the Canonical correlation analysis showed that the dimensions of academic identity have a significant relationship with student’ academic procrastination. Canonical analysis showed two significant set of academic identity and academic procrastination. In the first set, dimensions of Achievement identity and Moratorium identity has negative relationship and dimensions of Foreclosure Identity and Diffusion identity has positive and significant relationship with preparing task, readiness for exam and paper preparation. In the second set, academic Foreclosure Identity and Diffusion identity has significant relationship with academic procrastination. In general, it can be concluded, students have a high Achievement and Moratorium identity, academic procrastination rate of students would be low. Matter how students have low Foreclosure and Diffusion Identity students will have a high academic procrastination.

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