academic procrastination: the relationship between causal attribution styles and behavioral postponement

ôbjective: this research was conducted to study the relationship between attribution and academic procrastination in üniversity students. methods: the subjects were 203 undergraduate students, 55 males and 148 females, selected from ënglish and french language and literature students of tabriz üniversity. data were gathered through procrastination âssessment scale-student (pâss) and çausal dimension scale (çdâ) and were analyzed by multiple regression analysis (stepwise). results: the results showed that there was a meaningful and negative relation between the locus of control and controllability in success context and academic procrastination. besides, a meaningful and positive relation was observed between the locus of control and stability in failure context and procrastination. ït was also found that 17% of the variance of procrastination was accounted by linear combination of attributions. çonclusion: we believe that causal attribution is a key in understanding procrastination in academic settings and is used by those who have the knowledge of çausal âttribution styles to organize their learning.