The Journal of Medical Education and Development

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Introduction: Academic procrastination is one of the most common problems among students and is one of the main barriers for learning. This study aimed to investigate academic procrastination and its relation with the components of 'social cognitive theory" in students of Alborz University of Medical Sciences in 2017.
 
Method: This cross-sectional study was conducted on 300 students who selected according to stratified random sampling. The data gathering tool included demographic characteristics, academic procrastination questionnaire and 'Social Cognitive Theory' constructs. The results of this study were analyzed using SPSS software and taking into account the significance level of 0.0.
Results: The mean age of participants was 22.0 ± 8.8, of which 59% were female and 80% were single. The average score of academic procrastination was 12.41 ± 4.14. The difference between females and males, married and singles, different age groups was statistically significant in relation to procrastination. There was a linear, negative and significant correlation between academic procrastination, self-efficacy and self-control..
Conclusion: Self-efficacy and self- control are two predictors of academic procrastination. By implementing appropriate strategies in this field, we may expect a decrease in academic procrastination.
Keywords: Procrastination, academic, 'social cognitive theor

Keywords: Procrastination, Academic Procrastination, Social Cognitive Theory

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