The Relationship Between Problem-Solving Ability with Academic Procrastinating and Academic Self-Efficacy Among Male First Grade High School Students
DOI:
https://doi.org/10.61841/aa37wr29Keywords:
Problem-solving skill, academic procrastination, academic self-efficacy, male studentsAbstract
The purpose of this study was to determine the relationship between problem-solving skill with academic procrastination and self-efficacy among male first grade high school students. This research method was descriptive and correlational. The participants consisted of all male first grade high school students from Tehran's 4th District in the academic year 1396. A number of 250 students were selected through multistage cluster sampling. The instruments of this study were academic self-efficacy questionnaire (Jinks & Morgan, 1999), problem-solving inventory (Heppner & Peterson, 1982), and academic procrastination questionnaire (Solomon & Ruthblum, 1984). Data were analyzed by descriptive statics, coefficient correlation, and regression using IBM SPSS-22 software. The results showed a position and significant (P<.05) relationship between three components of problem- solving skill
_confidence in problem-solving, proximity-avoidance and academic self-efficacy, and a reverse significant (P<.05) relationship with academic procrastination. Regression analysis indicated that problem-solving skill compromised 40 percent of academic constructs (academic self-efficacy and procrastination) variance among male first high school students.
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