The role of epistemological beliefs in predicting dimensions academic procrastination in Student-teachers

Introduction: Most college students continuously procrastinate on academic tasks. investigating the effective factors on students’ academic achievement is important to education and psychology researchers particularly. The aim of this study was to investigate the role of epistemological beliefs in predicting academic procrastination of students.
Methods: This study is cross-sectional and correlation type. The study was done on all students of Educators yazd University in 2014-15. 300 subjects were selected based on one stage cluster method according to Morgan and Krejcie table. epistemological beliefs’ questionnaire and procrastination academic students’ questionnaire were used to collect data. Data were analyzed using pearson’s correlation test and method maltiple regression analysis.
Findings: There was a positive and significant correlation between epistemological beliefs and academic procrastination. Also, The results of regression showed that belief of innate ability in learning, Quick Learning, Simple Knowledge, Certain Knowledge were the meaningful predicting procrastination in the area test; belief of Quick Learning, Simple Knowledge, Certain Knowledge were the meaningful predicting procrastination in do homework; belief of Quick Learning, Certain Knowledge, Certain Knowledge were the meaningful predicting procrastination writing article.
Conclusion: epistemological beliefs is the strongest predictor of academic procrastination you are required to that actions whith Strengthen beliefs have a significant impact on the reduction of students' academic procrastination.