Relationship between Attributional Styles, Self-Regulation and Educational Procrastination in Students

The research purpose is to investigate the relationship between attributional styles, self-regulation and academic procrastination in students. The present research employed a descriptive-correlational method. The statistical population included all the female 3 rd grade high school students studying in the high schools of 14 th borough of Tehran City, out of which a sample of 300 students was selected through cluster random sampling and responded to Attributional Style Questionnaire (ASQ), Self-Regulated Learning Scale (SRLS) and Procrastination Assessment Scale-Student (PASS). The data were analyzed using descriptive (frequency, central indices, distribution indices and correlation coefficient) and inferential statistics (multivariate regression analysis). Results indicated that there is significant relationship between optimistic attributional style, pessimistic attributional style, self-regulation and academic procrastination (P<0.01). Moreover, 43 percent of the variance of the procrastination is explained by the above-mentioned variables.