Investigating The Relationship Between Learning Styles with Students' Academic Procrastination
DOI:
https://doi.org/10.63053/ijhes.26Abstract
This study aimed to investigate the relationship between learning styles with students' academic procrastination. The statistical population of this study was all graduate students studying in universities of higher education institutions in Mashhad from 1400-1399. Among the senior students studying psychology in higher education institutions in Mashhad, which were about 8796 people, according to Krejcie and Morgan's table and the total number of these people in higher education institutions in Mashhad, a random sample of 245 people. It was selected that due to the fall, 200 people finally completed the questionnaires. In this study, Club learning styles (1985), and Tuckman et al.'s (2001) academic procrastination questionnaire, were used. In this study, Club learning styles (1985), and Tuckman et al.'s (2001) academic procrastination questionnaire were used.
The results showed that there was a significant relationship between different learning styles with students' academic procrastination (p < 0.05).
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