Educational resilience, educational vitality and performance of Students with Learning Disability: mediator role of procrastination

Document Type : Original Article

Authors

1 Ph.D in Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 PhD student of Educational Psychology, Faculty of Psychology and Education, Alzahra University, Tehran, Iran

3 Assistant Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

The purpose of this study was to investigate the mediating role of procrastination in correlation between resilience, vitality and academic performance of students with Learning Disabilities. The present study was of correlational methid and path analysis type. The statistical population included all elementary school students in Tehran during the academic year 1995-96. A total of 150 individuals of both sexes (70 girls and 80 boys) were selected by random sampling. They answered the Resilience Scale (ARS), Academic Vitality Questionnaire (AVQ), and Procrastination Assessment Scale for Students Questionnaire (PASS). The results showed that resilience has a positive and significant relation with the vitality and performance of students. Also, procrastination has a meaningful and negative relationship with vitality and performance. On the other hand, the results showed that procrastination has a significant mediating role between vitality and performance as well as vitality and performance. Educational procrastination, educational resilience and academic vitality affect the educational, economic, social and mental health of students with learning disabilities, and academic procrastination plays a mediating role in the relationship between vitality, resiliency and performance.

Keywords

References

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Empowering Exceptional Children
Volume 10, Issue 4
May 2020
Pages 51-60

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History

  • Receive Date: 02 January 2019
  • Revise Date: 18 September 2019
  • Accept Date: 20 April 2020

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