Cognitive emotional regulation Strategies And Its Relationship With Academic Procrastination Among University Students
DOI:
https://doi.org/10.31185/eduj.Vol49.Iss3.3381Abstract
The current research aims to know the level of positive cognitive emotional regulation strategies and the level of Academic Procrastination among university students, as well as the correlation relationship between the two variables, and in order to verify this, the researchers adopted the scale of positive cognitive emotional regulation strategies prepared by (Garnefski and Garnefski, & Kraaij, 2007) and the Arabized by (Al-Nadabi, 2019), and the scale consisted in its final form of (35) paragraphs, and we adopted the Academic Procrastination scale prepared by (Maysoon and others, 2018) and the scale in its final form consisted of (25) paragraphs, and their psychometric properties were confirmed and they were Applying the two tools to a sample of (140) male and female students who were selected from (3) colleges at Al-Mustansiriya University (the College of Science, the College of Education, and the College of Arts), for the academic year 2019-2020, and the following research results showed
1.The research sample of university students does not have positive emotional cognitive organization strategies.
2.The research sample of university students does not have Academic Procrastination.
3.The results of the statistical analysis showed that there is no significant correlation between the variables of the current research, the strategies of positive emotional cognitive regulation and the Academic Procrastination for university students.
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