The Relationships Among Mindfulness, Emotion Control and Educational Procrastination of High School Students in Tehran

Introduction: In today’s societies, there are many barriers to educational achievement that disrupt students’ performance. One of these barriers which declines student’s educational performance is educational procrastination that is highly prevalent and often has adverse and irreversible consequences. The purpose of this study was to determine the relationships among mindfulness, emotion control and educational procrastination of high school students in Tehran. Methods: This study was a descriptive correlational research. The statistical population of this study was all female high school students in Tehran in 2017-2018. The sampling method was multi-stage cluster sampling in order to select some female high schools among all female high schools in Tehran. The instruments used for data collection were the Freiberger Mindfulness Questionnaire (2006), Shot Emotion Control Questionnaire (1998), and Tuckman’s Deepening Questionnaire (1991). Finally, the collected data were analyzed at two levels of descriptive (mean, variance, standard deviation...) and inferential (Pearson, step by step regression...) statistics using SPSS software (version 23). Results: The results indicated that there was a negative and significant relationship between mindfulness and procrastination among female high school students in Tehran with the correlation coefficient of -0.77. There is a negative and significant correlation between emotion control and procrastination among female high school students in Tehran with a correlation coefficient of -0.48. Also, mindfulness and emotional control predict the correlation coefficient of 0.78 for procrastination among female high school students in Tehran. Conclusion: The results of this study indicate the importance of mindfulness and emotion control as psychological and emotional skills in decreasing students’ procrastination. Individuals who attain higher scores in the mind-awareness scale are more likely to be present in the present, are alert and aware of internal and external phenomena, have developed a non-judgmental approach to acceptance of phenomena, and instead of reactive and non-constructive encounters, they confront productive and actionable ways of life.