Tehran University of Medical Sciences , bayatbeyrambibi@yahoo.com
Abstract: (3311 Views)
Introduction: Learning is an experience that causes stress in learners and on the other hand, procrastination in the educational situation is a very common phenomenon. The aim of this study was to examine the relationship between student-life stressors and procrastination in students living in dormitories of Tehran University of Medical Sciences in 2016.
Methods: This cross-sectional study was conducted on 267 students living in dormitories of Tehran University of Medical Sciences who were selected by stratified sampling. Data were collected through Gadzella’s 51-item student-life stress inventory and Schwarzer and Diehl’s 10-item procrastination scale. Descriptive statistics and Pearson correlation coefficient were used to analyze the data at a 0.05 significance level.
Results: The mean age of the participants was 23.39±3.56. As to gender, 39.7 percent of students were male and the rest were female. According to the correlation coefficient test, there was a positive and weak correlation between student-life stressors and procrastination (p<0.001, r=0.30). There was also a negative and very weak correlation between GPA and procrastination (p=0.028, r=-0.13).
Conclusion: Students who are exposed to a great number of stressors tend to procrastinate more. It is therefore possible to reduce procrastination by identifying and controlling student-life stressors.
Methods: This cross-sectional study was conducted on 267 students living in dormitories of Tehran University of Medical Sciences who were selected by stratified sampling. Data were collected through Gadzella’s 51-item student-life stress inventory and Schwarzer and Diehl’s 10-item procrastination scale. Descriptive statistics and Pearson correlation coefficient were used to analyze the data at a 0.05 significance level.
Results: The mean age of the participants was 23.39±3.56. As to gender, 39.7 percent of students were male and the rest were female. According to the correlation coefficient test, there was a positive and weak correlation between student-life stressors and procrastination (p<0.001, r=0.30). There was also a negative and very weak correlation between GPA and procrastination (p=0.028, r=-0.13).
Conclusion: Students who are exposed to a great number of stressors tend to procrastinate more. It is therefore possible to reduce procrastination by identifying and controlling student-life stressors.
Type of Study: Original research article |
Subject:
other
Received: 2017/07/7 | Accepted: 2018/04/7 | Published: 2018/04/15 | ePublished: 2018/04/15
Received: 2017/07/7 | Accepted: 2018/04/7 | Published: 2018/04/15 | ePublished: 2018/04/15
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