The study of relationship of perfectionism, self-conscious emotions and procrastination with academic Situation in the undergraduates

Nazari, Mohammad and Abolghasemi, A. and Zahed, A. and Narimani, M. (2010) The study of relationship of perfectionism, self-conscious emotions and procrastination with academic Situation in the undergraduates. Other thesis, University of Mohaghegh Ardabili.

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Abstract

One of the crucial elements in each country is higher education system. Therefore, academic status of the university students is extremely important. The present study, addresses the relationship of the students academic status with perfectionism, self-conscious emotions and procrastination. The associated statistical universe included the whole day shift bachelor students consisting of 2083 people. The sample embodied 400 people (200 males and 200 females) all chosen randomly. This number was later reduced to 365 people. For data collection, the employed questionnaire was the one for perfectionism, self-conscious emotions scale and Aitken procrastination scale and the academic self-confidence scale. The data was analyzed using person correlation index and multi-variable regression methods. Results indicated that perfectionism, shame and guilt have negative effects on the academic performance wheras, pride has a positive effect and procrastination has no effect. Also, perfectionism and procrastination were negatively related to the academic self-confidence yet, shame, guilt and pride were not related at all. Among the self-oriented, other-oriented and socially prescribed perfectionism, only the last one was not related to academic self-confidence. However, self-oriented and other-oriented perfectionism had a negatively relationship. In addition, the all three kinds of perfectionism had negative relationship with academic performance. It was also demonstrated that about 20 percent of the academic performance is predicted to be of perfectionism, procrastination and shame. Moreover, about 11 percent academic self-confidence variance is predicted to be of perfectionism and procrastination. Perfectionism, self-conscious emotions and procrastination predict 32 percent variance to the academic status of the students. The obtained results have significant implications in the education and counseling of the exceptional and normal students.

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