Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism
Bibliographic record
Abstract
Studies indicate that many students engage in procrastination, thus in this study the aim was to examine the structural relationship of early maladaptive schemas and academic procrastination with the mediating role of the perfectionism in students. The participants included 281 high school students (143 male, 138 female) that were chose by multistage cluster sampling method. Solomon and Rothblum’s academic procrastination scale with the Cronbach alpha coefficient 0.81 and Young early maladaptive schema questionnaire with the Cronbach alpha coefficient 0.93, and Positive and Negative Perfectionism questionnaire with the Cronbach alpha coefficient 0.86 were administered. Structural Equation Modeling (SEM) and Sobel tests were conducted to explore direct and indirect pathways of study’s model respectively. Results showed that early maladaptive schemas and academic procrastination are antecedents and consequences of perfectionism in students respectively. The results indicated that perfectionism has a significant mediating role on the relationship between early maladaptive schemas and academic procrastination. The findings of this study could help school counselors, education psychologist, and teachers to reduce student’s procrastination and academic problems.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".