Psychological Well-being and Its Relationship with Chaotic Behavior and Academic Procrastination among Excelling and Academically Delayed Preparatory Stage Students: A Comparative Study

Document Type : Original Article

Author

Department of Educational Psychology, Girls' College of Arts, Sciences and Education, Ain Shams University.

Abstract

The research aimed to investigate the relationship between psychological well-being, chaotic behavior, and academic procrastination among a sample of middle school students. Additionally, the study aimed to uncover differences between high-achieving and academically delayed students in terms of psychological well-being, chaotic behavior, and academic procrastination. Furthermore, it sought to identify gender differences in psychological well-being, chaotic behavior, and academic procrastination. The research sample consisted of 306 middle school students, aged between 14 and 15 years. The study employed self-developed measures to assess psychological well-being, chaotic behavior, and academic procrastination. The results revealed a statistically significant negative relationship between psychological well-being and both chaotic behavior and academic procrastination. Moreover, there were statistically significant differences between high-achieving and academically delayed middle school students in terms of psychological well-being, chaotic behavior, and academic procrastination. Concerning gender differences, there were no statistically significant differences in psychological well-being, while there were significant differences between male and female middle school students in terms of chaotic behavior and academic procrastination, favoring males.

Keywords


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