The relationship between the components of emotional intelligence and the components of self-regulated learning and life in two socio-economic regions 6 and 11 with academic procrastination

Dissertation for receiving the master degree "M.A". The statistical population of the research was high school female students from districts 6 and 11 of Tehran. The research sample consisted of 480 students who were selected by the available sample method from among the female high school students of these two regions. Data were collected using the procrastination questionnaire student version (Solomon and Rothbloom, 1984), self-regulation questionnaire (Zimmerman and Martinspons, 1988) and Schott's emotional intelligence (Mayo Salovey, 1990). Research data were analyzed by Pearson's correlation coefficient and multivariable regression (step by step). The results of the regression analysis showed that among the components of self-regulation learning, only the motivational component (which indicates the individual's belief in his self-efficacy in completing the task) was a predictor of academic procrastination, and also among the components of emotional intelligence, two components of emotion exploitation, negatively and the emotion regulation component, positively predicted student procrastination. In total, approximately 14% of the variance of academic procrastination was predicted. The variable of the two socio-economic regions was also on the margin of significance.

Key words: emotional intelligence components, self-regulated learning components, living in two socio-economic regions, academic procrastination:emotional intelligence components, self-regulated learning components, living in two socio-economic regions, academic procrastinationy

Introduction

Academic success and progress is one of the most important concerns of every student, parents and in general every educational system. The academic success of any society shows the existence of students and at the same time an effective and successful educational system. On the other hand, according to parents, the most important indicator for education is that their child can pull himself out of the water in the future and cope well with the tasks assigned to him. In this regard, the British biologist and educator of the 19th century, Thomas Huxley [1] (1896) points out that: "Perhaps the most valuable result of all education is the ability to force yourself to do something, when that work needs to be done. Whether you like it or not. In fact, this is the first lesson that should be learned" (Farran [2], 2004, quoted by Pour Kamali, 2012).

   One of the characteristics that prevents doing things well, achieving success and progress, is procrastination[3]. The term "procrastination" is derived from the Latin word procristinus, where Peru means forward or forward and cristinus means tomorrow, and its combination means to postpone, to delay, to prolong, to delay, to neglect or to postpone the performance of a task (Rosario[4] et al., 2009). Due to the complexity and different components, procrastination has various manifestations, one of the most common forms of which is academic procrastination. And according to the testimony of two studies, its prevalence is increasing among the population of graduates, students and students (Strand[5], 2009; Levy [6], 2001; quoted by Pour Kamali, 2012).

Academic procrastination is a type of procrastination that appears in academic fields and structures (Levi, 2010). It is a deliberate tendency to delay or not complete academic tasks, which leads to unpleasant experiences. And it appears in the form of delay in activities such as studying and preparing for exams, writing end-of-semester essays and reading weekly assignments (Solomon and Rothbloom, 1984; quoted by Pour Kamali, 2012). Since procrastination is considered as a trait that has cognitive, behavioral and motivational components. There seem to be thousands of reasons for negligent behavior (Strand, 2011). Regarding the antecedents and causal factors of procrastination, researchers and theorists have pointed to various factors.

One of the antecedents of procrastination is emotional intelligence.According to Gardner [7] (2011), the meaning of emotional intelligence consists of two components: intrapersonal intelligence: this intelligence shows a person's awareness of his own feelings and emotions, the expression of personal beliefs and feelings, self-respect and recognition of inherent talents, the ability to act in the desired tasks and overall personal control over his own emotions and feelings. Interpersonal intelligence: which refers to the ability to understand and Understanding others refers to and wants to know what things make them feel, how they operate and how to cooperate with them. According to Gardner, salespeople, politicians, teachers, clinical specialists, and successful religious leaders probably have high interpersonal intelligence (quoted by Jalali, 2011).

Another antecedent of procrastination is self-regulation[8]. In recent years, procrastination has been proposed as a type of "defect in self-regulation" (Steele[9], 2007). In general, self-regulation is the use of internal and external cues by a person to initiate, maintain, and terminate purposeful activities. Self-regulated learning is one of the categories that deals with the role of the individual in the learning process. The importance of this structure in learning is so great that different experts have different models. among these models is "Pintrich's model" (1990). The findings in this context indicate that procrastination is related to self-regulation in the field of study (Lee [10], 2005). In this regard, Tan [11] and colleagues (2008, cited by Levy, 2010) found that students who are able to understand themselves in the organization of their learning

According to the importance of the above, the question arises as to which of the components of emotional intelligence and the components of self-regulation and living in two different socio-economic regions in the sample are good predictors for academic procrastination

1-2) statement of the problem

In other words, procrastination is one of the topics that has been the focus of researchers. Many researchers (Senkal et al., 1995; Harriot and Ferrari [12], 1996; Ferrari et al., 1995; Farran, 2004) believe that each of us has procrastinated at least a few times in our life and this complex phenomenon is a pervasive and common problem among human beings. In general, it has been reported that procrastination affects 20% of the population. Adult is a common thing; This is while procrastination in the academic field reaches 65% of the population of graduates and has become a common thing among students and this trend is increasing today and in the age of technology (Asif, 2011). Therefore, considering the increasing prevalence of this behavior, distinguishing and examining the procrastination that occurs in the academic field from other types of procrastination in other fields seems efficient and beneficial (Ferrari et al., 1995; cited by Strand, 2009).

The scope of the prevalence of procrastination among students varies; For example, in the literature on procrastination, it is stated that 70% of students have procrastination and careless behaviors. A range of 50% of them procrastinate at least half of the time on their responsibilities and only 38% rarely procrastinate (Solomon and Rothbloom, 1984). Most researches in the field of academic procrastination have focused on the etiology of negligent behavior and have introduced several reasons as negligent behavior. In fact, in recent years, researchers have paid special attention to self-regulation as one of the causes of procrastination; As recent researches have shown, self-regulated learning may be a structural and important key in explaining procrastination (Classen[13] et al., 2009) and prevent the increasing trend and high degrees of academic procrastination (Valkairi[14], 2006; Lee, 2005). Also, many researchers have defined procrastination as the lack or lack of self-regulation skills (Ferrari, 1998; Lee, 2005; Strand, 2009). Some have also called it the result of failure in self-regulation (for example, Steele, 2007; Classen et al., 2009; Asif, 2011).

Finally, because in Iran, it has not been determined which of the components of emotional intelligence and the components of self-regulation and life in two economic-social zones 6 and 11 are predictors of academic procrastination.