Structural Model of Causal Relations between Time prespective and Mindfulness and Academic Procrastination for University Students

Document Type : Original Article

Author

Educational Psychology, Faculty of Graduate Studies of Education Cairo University.

Abstract

The current research aimed to study the correlational relationships and modeling of causal relationships between time perspective, mindfulness, and academic procrastination among university students. The research sample consisted of (416) male and female university students. The researcher used the time perspective scale prepared by (Laghi, Baiocco, Liga, Guarino & Baumgartner, 2013) and translated by the researcher. And the scales of mindfulness and academic procrastination prepared by the researcher The results of the statistical analysis after the results of the matrix of correlation coefficients between the variables of the study indicated that There is a positive and significant effect of mindfulness on the student's focus on each of (the past positive, the present Hedonistic, and the future time perspective). Also, there is a positive effect of mindfulness on the balanced time perspective, and there is a negative and significant effect of mindfulness on the past negative perspective, and there is no effect of mindfulness on the present fatalistic. On the other hand, the results of the study indicated that there is no significant effect of the past positive perspective on academic procrastination, and there is a significant positive effect for each of the (past negative, present hedonistic, present fatalistic). Also there is a negative effect of the balanced time perspective on academic procrastination, with a negative effect of the future perspective on academic procrastination. On the other hand, the results of the research indicated that there is a direct, negative and significant effect of mindfulness on academic procrastination. And about the indirect effects, the results indicated that there is no indirect effect of mindfulness on academic procrastination through the past positive perspective. And there is a positive indirect effect of mindfulness on academic procrastination through the (present hedonistic), And an indirect negative effect of mindfulness on academic procrastination through each of (past negative, present hedonistic, future time perspective). Finally, there is a positive indirect effect of mindfulness on academic procrastination through the balanced time perspective.

Keywords

References

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