Predicting Academic Procrastination, Academic Self-efficacy and Achievement Motivation of Elementary School Students Based on Personality Traits of Mothers During Corona Virtual Education

Document Type : Original Article

Authors

1 Shahid Ashrafi Isfahani University

2 Shahid Ashrafi Isfahani Yniversity

3 Allame Tabatabaei University

Abstract

The aim of this study was to predict academic procrastination academic self-efficacy and achievement motivation of sixth grade elementary students based on the personality traits of mothers during coronary education. The research is of the correlational type and the target population was all sixth-grade elementary students of Mubarake city of Isfahan along with their mothers, from which 216 (115 girls, 101 boys) were selected based on Cochran's formula in a multi-stage random manner as a sample. were chosen. In order to collect data from the Short Neo Form Personality Questionnaire (1985), for mothers and from Bernardo Weiner's Achievement Motivation Questionnaire (1990), Jinks and Morgan's Self-Employment Questionnaire (1999), and Shams Al-Ahrari's Academic Procrastination Questionnaire (1389). Data were analyzed using 22-spss software stepwise and hierarchical regression. The results show that among the dimensions of mothers 'personality, the effect of agreement and responsibility on procrastination of significant and inverse children (p <0.05) and the effect of mothers' extraversion and responsibility on academic self-efficacy of significant students And direct (p <0.05) and responsibility had a direct and significant relationship and neuroticism had an inverse relationship with achievement motivation (p <0.05), but regression results showed that mothers' personality traits did not have a significant effect on children's academic achievement motivation.. According to the obtained results, providing solutions to increase responsibility, agreement and extraversion, as well as reducing mothers 'neuroticism can help reduce procrastination and increase academic self-efficacy and students' motivation for progress in e-learning.

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