Volume 10, Issue 3 (Summer-In Press 2022)                   PCP 2022, 10(3): 0-0 | Back to browse issues page

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Nesayan A, Asadi Gandomani R, Ring E. Comparison of Hope, Executive Function, and Procrastination in University Students with High and Low Academic Performance: Implications for a Post-COVID World. PCP. 2022; 10 (3)
URL: http://jpcp.uswr.ac.ir/article-1-828-en.html
1- Department of psychology, Faculty of humanities, University of Bojnord, Bojnord, Iran. , anesayan@ub.ac.ir
2- Department of psychology, Faculty of humanities, University of Bojnord, Bojnord, Iran.
3- Early Childhood and Teacher Education, Mary Immaculate College (MIC), University of Limerick, Ireland.
Abstract:   (227 Views)
Background and objectives: The global pandemic has impacted variously on students’ experiences of education globally, it is imperative at this time, therefore, that we continue to isolate the key components that contribute to supporting students’ academic performance so that education systems can begin to mitigate the impact of this pandemic on children’s lives.
Methods: In presenting findings from an ex post facto research that considered hope, executive functions, and procrastination between students with high and low academic performance, the authors hope to contribute positively to re-building our education systems as we move to a post-pandemic phase. The statistical population consisted of students with high and low academic performance at University of Bojonrd in 2019-2020. Eighty-five students were selected as samples using the available sampling method. The research data were collected using the Behavior Rating Inventory of Executive Function for Adults (BRIEF-A), The Procrastination Assessment Scale for Students (PASS), and Domain-Specific Hope Scale (DSHS).
Results: The results showed a statistically significant difference between the mean scores of executive function and academic procrastination in the two groups of students. The executive function deficits and academic procrastination in students with low-performance are significantly higher than the high-performance students, and the group factor predicts a significant amount of variance in the examined components. Nevertheless, there was no significant difference between the two groups in the hope variable except the academic hope subscale.
Conclusion: These results have implications for understanding students' academic performance and the use of interventions that can improve students’ outcomes in the future.
     
Type of Study: Research | Subject: Rehabilitation
Received: 2022/04/26 | Accepted: 2022/08/30 | Published: 2022/07/24

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