The mediating role of self-compassion in the relationship between cognitive flexibility and academic procrastination of students

Abstract :

This research was conducted to identify the mediating role of self-compassion in the relationship between cognitive flexibility and academic procrastination. The descriptive research method was the path analysis type. The statistical population of the research included all the second-grade female students of Yasuj city in the academic year of 1402-1403, and the number of 373 samples was selected according to the size of the population and by the Karjesi and Morgan table using the multi-stage cluster sampling method. The participants answered Solomon's (1984) academic procrastination, Dennis and Vanderwaal (2010) cognitive flexibility, and Reyes' (2011) compassion questionnaires. In addition to descriptive statistics, Smart PLS software was used to investigate the mediating role of self-compassion in the relationship between cognitive flexibility and procrastination. The results showed that cognitive flexibility and procrastination have a negative and significant relationship and this relationship can be mediated by self-compassion; Therefore, it is suggested to consider educational programs to increase cognitive flexibility along with self-compassion training to reduce academic procrastination of students.

References:

اطهری، ز.، برزگر بفرویی، ک.، و زارع، م. (۱۳۹۹). بررسی نقش شفقت به خود در اهمال‌کاری تحصیلی با واسطه‌گری اجتناب تجربه‌ای در دانشجویان دانشگاه یزد. فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی. https://doi.org/10.30473/etl.2020.52759.3217
پورطالب، ن.، مشفقی قره‌بابا، ح.، و کاردان حلوایی، ژ. (2025). رابطه شفقت با خود و انعطاف‌پذیری روانشناختی با فرسودگی تحصیلی دانشجویان. مجله روان‌شناسی. 29(2)، 343-352. https://dorl.net/dor/20.1001.1.18808436.1404.29.2.13.3
پورطالب، ن.، واحدی قره‌بابا، و.، نورکجوری، ف.، و اکبری‌نژاد، ه. (2025). رابطه انگیزش یادگیری و سرزندگی تحصیلی با اضطراب امتحان دانشجویان با میانجی‌گری اهمال‌کاری تحصیلی. مجله روان‌شناسی، 29(1)، 136-146.https://dorl.net/dor/20.1001.1.18808436.1404.29.1.3.1
جوکار، ب.، و دلاورپور، م. آ. (۱۳۸۶). رابطه تعلل‌ورزی آموزشی با اهداف پیشرفت. اندیشه‌های نوین تربیتی.https://doi.org/10.22051/jontoe.2007.312
خلج‌زاده، م.، و هاشمی، ن. (۱۳۹۸). اثربخشی آموزش خود شفقت‌ورزی بر ادراک شایستگی و انعطاف‌پذیری روان‌شناختی دختران بدسرپرست. روان‌شناسی تربیتی.https://doi.org/10.22054/jep.2020.47123.2785
ستاری، م.، اشرفی علویجه، م.، و جراح، ا. (۱۴۰۱). پیش‌بینی تاب‌آوری و شفقت به خود براساس انعطاف‌پذیری شناختی در پدران دارای کودکان با اختلال طیف اوتیسم. مطالعات ناتوانی.http://jdisabilstud.org/article-1-2050-fa.html
سوری، ا.، آقایوسفی، ع.، و درتاج، ف. (1401). تبیین پدیده فرسودگی تحصیلی دانش‌آموزان براساس نقش اهمال‌کاری تحصیلی و کمال‌گرایی والدین (مطالعه موردی: دانش‌آموزان دوره متوسطه شهر قم). جامعه‌شناسی آموزش و پرورش، 10(3)، 98-108. بازیابی از https://www.iase-jrn.ir/index.php/se/article/view/493
شادبافی، م.، محمدی، ا.، و زارعان، م. (1403). نقش واسطه‌ای اهمال‌کاری تحصیلی در رابطه بین علائم نارسایی توجه/ فزون‌کنشی و ضرب‌آهنگ شناختی کند با عملکرد تحصیلی دانش‌آموزان دوره متوسطه اول. برنامه درسی و آموزش یادگیرنده‌محور، 3(3)، بدون صفحه. https://doi.org/10.22034/cipj.2022.53538.1067
عامری، ن.، و نجفی، م. (2024). روابط ساختاری ناگویی هیجانی و گرایش به رفتارهای پرخطر در نوجوانان: نقش میانجی انعطاف‌پذیری روان‌شناختی. مجله روان‌شناسی، 28(2)، 142-151.http://iranapsy.ir/Article/45546/FullText#:~:text=http%3A//iranapsy.ir/Article/45546/FullText
فتحی زادان، ا.، و تجری، ط. (۱۴۰۰). اثربخشی آموزش راهبردهای یادگیری خودتنظیم بر اهمال‌کاری تحصیلی و خودشفقت‌ورزی دانش‌آموزان شرکت‌کننده در المپیاد ورزشی. مطالعات روان‌شناسی ورزشی, 10(37), 29–52.https://doi.org/10.22089/spsyj.2020.7142.1761
نامیان، س.، و حسینچاری، م. (۱۳۹۰). تبیین اهمال‌کاری تحصیلی دانشجویان براساس باورهای مذهبی و هستة کنترل. مطالعات روان‌شناسی تربیتی. https://civilica.com/doc/1467169
هاشمی‌نیک، ا.، حیدری، ح.، داوودی، ح.، و جعفری، ا. (۱۴۰۰). الگوی پیش‌بینی سبک‌های حل تعارض براساس ابعاد تمایزیافتگی و انعطاف‌پذیری شناختی با نقش میانجی شفقت‌ورزی به خود زوجین. تحقیقات علوم رفتاری, 19(1), 13–23. http://rbs.mui.ac.ir/article-1-965-fa.html
Beck, B., Koons, S., & Milgrim, D. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem and self-handicapping. Journal of Social Behavior & Personality, 15, 3–13.
https://www.researchgate.net/publication/232585298_Correlates_and_Consequences_of_Behavioral_Procrastination_The_Effects_of_Academic_Procrastination_Self-Consciousness_Self-Esteem_and_Self-Handicapping
Bella, Cintia, Puspitaningrum. (2022). Self Regulated Learning, Academic Interest in Learning, and Academic Procrastination of Psychology Freshman. International journal of research publications, 109(1) .https://doi.org/10.47119/IJRP1001091920223888
Bui, N. H. (2007). Effect of evaluation threat on procrastination behavior. The Journal of Social Psychology, 147, 197–209. https://doi.org/10.3200/socp.147.3.197-210
Cigdem, Atalayin., Murat, Balkis., Hüseyin, Tezel., Gul, Kayrak. (2018). Procrastination and predictor variables among a group of dental students in Turkey. Psychology Health & Medicine, 23(6):726-732. https://doi.org/10.1080/13548506.2017.1418014
Dajani, D. R., & Uddin, L. Q. (2015). Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience. Trends in neurosciences, 38(9), 571-578.‏ https://doi.org/10.1016/j.tins.2015.07.003
Demirci, Onur, Güler, Kahraman,. (2023). An examination of the relationship between self-compassion, temperament types and cognitive flexibility according to deceiving tendency. Anatolian Current Medical Journal, 5(2):168-176. https://doi.org/10.38053/acmj.1252898
Dennis JP, Vander Wal JS. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cogn Ther Res; 34(3):241-53. https://doi.org/10.1007/s10608-009-9276-4
Effat, S., Elshahawi, H., Refaat, G., Rabie, M., Nasr, A., & Elrassas, H. (2022). Adult attention-deficit hyperactivity disorder among patients with substance use disorders. Middle East Current Psychiatry, 29(1). https://doi.org/10.1186/s43045-022-00249-2
Elices, M., Carmona, C., Pascual, J. C., Feliu-Soler, A., Martin-Blanco, A., & Soler, J. (2017). Compassion and self-compassion: Construct and measurement. Mindfulness & Compassion, 2(1), 34-40.‏ https://doi.org/10.1016/j.mincom.2016.11.003
Gagnon, J., Dionne, F., & Pychyl, T. A. (2016). Committed action: An initial study on its association to procrastination in academic settings. Journal of Contextual Behavioral Science, 5(2), 97–102. https://doi.org/10.1016/j.jcbs.2016.04.002
Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3, 81–88. https://doi.org/10.1016/j.jcbs.2014.04.002
Hajiazizi, A., & Ho, R. (2015). The relationship between self-compassion and academic procrastination being mediated by Shame and Anxiety. The International Journal of Indian Psychology, Forthcoming.‏https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2703405#paper-references-widget
Hen, M. (2018). Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention. Journal of prevention & intervention in the community, 46(2), 199-212.‏ https://doi.org/10.1080/10852352.2016.1198173
Khan, I., Schommer-Aikins, M., & Saeed, N. (2021). Cognitive Flexibility, Procrastination, and Need for Closure Predict Online Self-Directed Learning Among Pakistani Virtual University Students. International Journal of Distance Education and E-Learning, 6(2), 31-41.‏ https://doi.org/10.36261/ijdeel.v6i2.1860
Khooei-Oskooei, S., Ahangari, S., & Seifoori, Z. (2021). Procrastination in Language Learning Process: A Constructive Strategy or Merely a Destructive Time Loss?. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 9(1), 243-259.‏ https://doi.org/10.22049/JALDA.2021.26939.1202
Leary, M. R., Tate, E. B., Adams, C. E., Batts Allen, A., & Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92(5), 887–904. https://doi.org/10.1037/0022-3514.92.5.887
Liu, G., Cheng, G., Hu, J., Pan, Y., & Zhao, S. (2020). Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model. Frontiers in psychology, 11, 1752. https://doi.org/10.3389/fpsyg.2020.01752
Lyudmila, M., Gubaidulina., Anastasia, A., Kachina., Valentina, V., Barabanshchikova. (2023). Psychological predictors of procrastination among psychology students. National psychological journal, 48(4):91-101.
https://www.researchgate.net/publication/370248533_Psychological_predictors_of_procrastination_among_psychology_students/citation/download?_tp=eyJjb250ZXh0Ijp7InBhZ2UiOiJwdWJsaWNhdGlvbiIsInByZXZpb3VzUGFnZSI6bnVsbH19
Mansouri, K., Ashouri, A., Gharaei, B., & Farahani, H. (2022). The Mediating Role of Fear of Failure, Self-Compassion and In-tolerance of Uncertainty in the Relationship Between Academic Procrastination and Perfectionism. Iranian Journal o f Psychiatry and Clinical Psychology, 28(1), 34-47.‏ https://doi.org/10.32598/ijpcp.28.1.3706.1
Marshall, E. J., & Brockman, R. N. (2016). The Relationships Between Psychological Flexibility, Self-Compassion, and Emotional Well-Being. Journal of cognitive psychotherapy, 30(1), 60–72. https://doi.org/10.1891/0889-8391.30.1.60
Martin, M. M., Staggers, S. M., & Anderson, C. M. (2011). The relationships between cognitive flexibility with dogmatism, intellectual flexibility, preference for consistency, and self-compassion. Communication Research Reports, 28(3), 275-280.‏ https://doi.org/10.1080/08824096.2011.587555
Michalowski, A., Siemann-Herzberg, M., & Takors, R. (2017). Escherichia coli HGT: engineered for high glucose throughput even under slowly growing or resting conditions. Metabolic engineering, 40, 93-103.‏ https://doi.org/10.1016/j.ymben.2017.01.005
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2, 85-101. https://doi.org/10.1080/15298860309032
Nurmawati, Nurmawati. (2023). The Relationship between Self-Management and Student Academic Procrastination. Jurnal Neo Konseling, 5(2):90-90. https://doi.org/10.24036/00751kons2023
Phan, H. P., & Ngu, B. H. (2021). A Perceived Zone of Certainty and Uncertainty: Propositions for Research Development. Frontiers in psychology, 12, 666274. doi: 10.3389/fpsyg.2021.666274
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. (T. Brown & K. J. Thampy, Trans.). University of Chicago Press. (Original work published 1975) https://www.scirp.org/reference/index
Shareh H, Farmani A, Soltani E. Investigating the Reliability and Validity of the Cognitive Flexibility Inventory (CFI-I) among Iranian University Students. PCP 2014; 2 (1) :43-50 http://jpcp.uswr.ac.ir/article-1-163-en.html
Sonmark, K., & Modin, B. (2017). Psychosocial work environment in school and students’ somatic health complaints: an analysis of buffering resources. Scandinavian Journal of Public Health, 45, 64–72. https://doi.org/10.1177/1403494816677116
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How Study Environments Foster Academic Procrastination: Overview and Recommendations. Frontiers in psychology, 11, 540910. https://www.citefast.com/?s=APA7#_Journal:~:text=https%3A//doi.org/10.3389/fpsyg.2020.540910
Taghizadeh, F., & Yazdani Cherati, J. (2015). Procrastination and Self-Efficacy Among Intravenous Drug Users on a Methadone Maintenance Program in Sari City, Iran, 2013. Iranian journal of psychiatry and behavioral sciences, 9(4), e3738. https://doi.org/10.17795/ijpbs-3738
Taghizadeh, N., Davidson, A., Williams, K., & Story, D. (2015). Autism spectrum disorder (ASD) and its perioperative management. Pediatric Anesthesia, 25(11), 1076-1084.‏ https://doi.org/10.1111/pan.12732
Teoh, A. N., & Wong, J. W. K. (2023). Mindfulness is Associated with Better Sleep Quality in Young Adults by Reducing Boredom and Bedtime Procrastination. Behavioral sleep medicine, 21(1), 61–71. https://doi.org/10.1080/15402002.2022.2035729
Toraman, Ç., Özdemir, H. F., Koşan, A. M., & Orakcı, Ş. (2020). Relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement. International Journal of Instruction, 13(1), 85-100. https://doi.org/10.29333/iji.2020.1316a
Uddin, L. Q. (2021). Cognitive and behavioural flexibility: neural mechanisms and clinical considerations. Nature Reviews Neuroscience, 22(3), 167-179.‏ https://doi.org/10.1038/s41583-021-00428-w
Valenzuela, R., Codina, N., Castillo, I., & Pestana, J. V. (2020). Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations. Frontiers in psychology, 11, 354. https://doi.org/10.3389/fpsyg.2020.00354
Waring, S. V., & Kelly, A. C. (2019). Trait self-compassion predicts different responses to failure depending on the interpersonal context. Personality and Individual Differences, 143, 47-54.‏ https://doi.org/10.1016/j.paid.2019.01.043
Westgate, E. C., Wormington, S. V., Oleson, K. C., & Lindgren, K. P. (2017). Productive procrastination: academic procrastination style predicts academic and alcohol outcomes. Journal of applied social psychology, 47(3), 124–135. https://doi.org/10.1111/jasp.12417
Zentall, T. R. (2021). Basic behavioral processes involved in procrastination. Frontiers in Psychology, 12, 769928.‏ https://doi.org/10.3389/fpsyg.2021.769928