Investigating the relationship between intelligence believe and academic procrastination with mediating role of social cognition.

Introduction: Academic procrastination is one of the important issues that has been considered by many researchers in recent years and it has been mentioned as a bad habit and a behavioral problem and a special type of behavioral procrastination. Many adults experience regular daily activities, so the present study aimed to investigate the relationship between IQ and academic procrastination through social cognition. Methods: The present study was a descriptive research and correlational design and path analysis. The statistical population of the study consisted of all students of Shiraz universities in the academic year of 1995-96, of which 300 (174 girls and 126 boys) were selected by multi-stage cluster random sampling. . Data were collected using the Rescue Social Cognition Questionnaire (2016), the Duke Intelligence Beliefs (2006), and the academic procrastination of Solomon and Rothblum (1984). Pearson correlation coefficient and path analysis using Emos software were used to analyze the data. Results: The results showed that increasing belief in intelligence has a positive effect on the dimensions of social cognition (p = 01.) but the inherent belief in intelligence did not have a significant effect on these dimensions. Also, the dimensions of social cognition had a negative effect on academic procrastination (p = 01.). Finally, the dimensions of social cognition mediated the increased belief in intelligence and academic procrastination (p = 01.) but did not mediate between the increasing belief in intelligence and academic procrastination. Conclusion: In general, it can be concluded that social cognition and intelligence beliefs are two of the main factors for examining academic procrastination.