The relationship between attachment style, self-concept and academic procrastination

Abstract

The aim of this study was to investigate the relationship between attachment style, self-concept, academic procrastination in high school students in the Eastern Bandpay zone of Babol. The study was descriptive and correlational. The sample consisted of 278 students (139 girls and 139 boys) who were selected by cluster sampling and participated in this study by completing Hazan and Shaver attachment style questionnaire, Rogers self-concept test and academic procrastination Talkman 's questionnaire. The data were analyzed based on correlation and regression analysis. The results showed that there is no significant relationship between attachment style and self-concept. There is no significant relationship between attachment style and academic procrastination. There is a significant inverse relationship between self-concept and academic procrastination. The contribution of attachment style and self-concept is different in predicting academic procrastination.