مرور سیستماتیک پژوهشهای مرتبط با اهمالکاری تحصیلی (غیرفعّال و فعّال): ارائه یک مدل مفهومی پنتاگونی
محورهای موضوعی : علوم تربیتی
مجتبی بیرامی
1
(دانشگاه خوارزمی)
پروین کدیور
2
(دانشگاه خوارزمی)
هادی کرامتی
3
(دانشگاه خوارزمی)
مهدی عربزاده
4
(دانشگاه خوارزمی)
جواد کاووسیان
5
(دانشگاه خوارزمی)
کلید واژه: مرور سیستماتیک, اهمالکاری تحصیلی, مدل پنتاگونی, اهمالکاری غیرفعّال, اهمالکاری فعّال,
چکیده مقاله :
دریافت اصلاح نهایی مقاله: 23/9/1401 پذیرش مقاله: 24/2/1402 Abstract: The aim of the present study was to systematicallپژوهش حاضر با هدف مرور سیستماتیک مطالعات مرتبط با اهمالکاری تحصیلی برای دست یافتن به یک مدل و چارچوب نظری انجام گردید. این پژوهش از نوع مطالعات ثانویه است و با توجه به روش اجرا، مرور سیستماتیک تلقی می‌شود. بر همین اساس، با جست‌وجو در پایگاه‌های اطلاعاتی و مطالعاتیِ معتبری که در بازة زمانی 1386 تا 1401 (2007-2022 م) از جوانب مختلف به موضوع اهمالکاری تحصیلی پرداخته بود‌ند و با تکیه بر روش پریزما، بعد از شناساییمقاله و غربال 1645 مقاله از میان آنها 43 مقاله برای بررسی انتخاب شدند. نتایج نشان دادند که پیش‌بینی کننده‌ها و همبسته‌های اهمالکاری تحصیلی را می‌توان در قالب پنج رویکرد روان‌شاختی شامل شخصیتی، بافتی ـ محیطی، شناختی ـ عصبی، هیجانی، و انگیزشی ـ ارادی طبقه‌بندی کرد و پیامدهای آن را در قالب دو بخش درونی و بیرونی قرار داد. این طبقه‌بندی به ارائه یک چارچوب نظری تحت عنوان «مدل پنتاگونی اهمالکاری تحصیلی» منجر شد که در آن، بر تعامل بین رویکردها و پیامدها تأکید می‌شود. براساس این نتایج، پیشنهادهایی کاربردی و پژوهشی برای انجام تحقیقات بیشتر در حوزه اهمالکاری تحصیلی (غیرفعّال و فعّال) ارائه شد.
Abstract: The aim of the present study was to systematically reviewing studies related to academic procrastination to identify a model and theoretical framework. This re-search was a secondary study and according to the implementation method was consi-dered as a systematic review. By searching in valid data-bases and studies that have dealt with the issue of academic pro-crastination from various aspects in the period of 2001-2021 and based on the PRISMA method, after identifying 1645 ar-ticles and screening 154 articles, among them 43 articles were selected for review.The results showed that predictors and correlators of academic procrastination were classified in five psychological approaches including: personality, contextual-environmental, cogni-tive- neuro-logical, emotional, and motiva-tional-volitional and categorized by internal and external consequences. The results of this classification led to the presentation of a comprehensive theoretical framework entitled the "Pentagon model of academic procrastin-ation" in which the inter-action between approaches and outcomes were emphasised. Based on these results, practical and research suggestions were provided for further research in the field of academic procrastination (passive and active(.
اساسی، حسین؛ فتح‌آبادی، جلیل و حیدری، محمود (1390). بررسی نقش میانجی ابعاد کمالگرایی در رابطۀ بین ابعاد فرزندپروری و اهمالکاری تحصیلی. پژوهش در نظام‌های آموزشی، 5 (15)، 59 -79.
قاسمی، هدیه؛ بیرامی، منصور؛ واحدی، شهرام (1399). نقش مؤلفه‌های دشواری تنظیم هیجان در پیش‌بینی اهمالکاری تحصیلی. دستاوردهای نوین در مطالعات علوم انسانی، 27 (3)، 116-122.
هاشمی‌پور، حمید؛ کرامتی، هادی؛ کاووسیان، جواد و عربزاده، مهدی (1400). مدل ساختاری پیش‌بینی اهمالکاری تحصیلی براساس طرحواره‌های هیجانی با نقش واسطه‌ای اضطراب امتحان. فصلنامه پژوهشهای نوین روانشناختی، 16(63)، 12-26.
هاشمی‌پور، حمید؛ کرامتی، هادی؛ کاووسیان، جواد و عربزاده، مهدی (1399). پیش‌بینی اهمالکاری تحصیلی دانشجویان براساس باورهای فراشناختی درباره اهمالکاری با نقش واسطه‌ای اضطراب امتحان: مدل معادلات ساختاری. فصلنامه روانشناسی شناختی، 8(4)، 1-15.
هاشمی، لادن؛ لطیفیان، مرتضی؛ حسین‌چاری، مسعود؛ و فولاد چنگ، محبوبه (1392). بررسی نقش واسطه‌ای ارزش تکلیف در رابطه بین کمالگرایی مثبت و منفی و اهمالکاری تحصیلی. فصلنامه پژوهش در نظام‌های آموزشی، 7 (21)، 19-42.
Abdollahi, A., Maleki Farab, N., Panahipour, S., & Allen, K. A. (2020). Academic hardiness as a moderator between evaluative concerns perfectionism and academic procrastination in students. The Journal of Genetic Psychology, 181 (5), 365-374.
Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27, 5-13.
Akça, F. (2012). An investigation into the self-handicapping behaviors of undergraduates in terms of academic procrastination, the locus of control and academic success. Journal of Education and Learning, 1 (2), 288-297.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a coping strategy. Personality and Individual Differences, 42, 1301-1310.
Atkins, M. S. (2010). Toward the integration of education and mental health in schools. Administration and Policy in Mental Health and Mental Health Services Research, 37 (1-2), 40–47.
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13 (1), 57-74.
Balkis, M. (2013). The relationship between academic procrastination and students' burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28 (1), 68078.
Blunt, A., & Pychyl, T. A. (2005). Project systems of procrastination: A personal project-analytic and action control perspective. Personality and Individual Differences, 38, 1771-1780.
Boysan, M., & Kiral, E. (2017). Associations between procrastination, personality, perfectionism, self-esteem and locus of control. British Journal of Guidance & Counselling, 45 (3), 284-296.
Bronfenbrenner, U. (1979). The ecology of human development: Experi-ments by nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.
Brownlow, S., & Reasinger, R. D. (2000). Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work. Journal of Social Behavior and Personality, 15, 15-34.
Cao,L.(2012).Examining‘active’procrastination from a self-regulated learn-ing perspective. Educational Psychology, 32 (4), 515-545.
Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149, 195-212.
Chong, W.H. (2007). The role of personal agency beliefs in academic self-regulation. School Psychology International, 28, 63-76.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145, 245-264.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21, 602-606.
Costa, P. T., Jr., & McCrae, R. R. (2005). A Five-Factor model perspective on personality disorders. In S. Strack (Ed.), Handbook of personology and psychopathology (pp. 257-270).
Da Silva, S. P., Smith, A., & Facciolo, M. (2020). Relations between Self-Efficacy and Procrastination Types in College Students. Modern Psychological Studies, 25 (2).
Day, V., Mensink, D., O'Sullivan, M. (2014). Patterns of academic procrasti-nation. Journal of College Reading and Learning, 30 (2), 120-134.
Fernie, B. A., Kopar, U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders, 240, 1-5.
Fernie, B. A., Bharucha, Z., Nikcevic, A.V. & Spada, M. M. (2017). The unintentional procrastination scale. Journal of Rational-Emotive Cognitive Behavior Therapy, 35, 136-149.
Ferrari, J. R., & Scher, S. J. (2000). Toward an understanding of academic and nonacademic tasks procrastinated by students: The use of daily logs. Psychology in the Schools, 37, 359-366.
Fourtounas, A., & Thomas, S. J. (2016). Cognitive factors predicting checking, procrastination, and other maladaptive behaviours: prospective versus inhibitory intolerance of uncertainty. Journal of Obsessive-Compulsive and Related Disorders, 9, 30-35.
Fulano, C., Magalhães, P., Núñez, J. C., Marcuzzo, S., & Rosário, P. (2021). As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination. International Journal of School & Educational Psychology, 9 (sup1), S21-S33.
Gautam, A., Polizzi, C. P., & Mattson, R. E. (2019). Mindfulness, procrasti-nation, and anxiety: Assessing their interrelationships. Psychology of Consciousness: Theory, Research, and Practice. Advance online publication. http://dx.doi.org/10.1037/cns0000209.
Gross, J. J. (2015). The extended process model of emotion regulation: Elaborations, applications, and future directions. Psychological Inquiry, 26, 130-137.
Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120-130.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequen-ces of academic procrastination: An interview study. European Journal of Psychology of Education, 28 (3), 841-861.
Gustavson, D. E., Miyake, A., Hewitt, J. K., & Friedman, N. P. (2015). Understanding the cognitive and genetic underpinnings of procrastination: Evidence for shared genetic influences with goal management and executive function abilities. Journal of Experimental Psychology: General, 144 (6), 1063.
Gutiérrez-García, A. G., Huerta-Cortés, M., & Landeros-Velázquez, M. G. (2020). Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience, 2 (1), 1-9.
Gutiérrez-García, A. G., Huerta-Cortés, M., & Landeros-Velázquez, M. G. (2020). Academic procrastination in study habits and its relationship with self-reported executive functions in high school students. Journal of Psychology and Neuroscience, 2 (1), 1-9.
Hewitt, P. L., & Flett, G. L. (2005). Perfectionism in the self and social contents: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470.
Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and pro-crastination: A mediational analysis. Learning and Individual Diffe-rences, 19 (1), 151-154.
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43 (1), 167-178.
Janssen, J. (2015). Academic procrastination: Prévalence among high school and undergraduate students and relationship to academic achievement.
Jin, H., Wang, W., & Lan, X. (2019). Peer attachment and academic procrastination in Chinese college students: a moderated mediation model of future time perspective and grit. Frontiers in Psychology, 26 (10), 2645.
Katz, I., Eilot, K., & Nevo, N. (2014). “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38 (1), 111-119.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157.
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2009). A cross-cultural study of adolescent procrastination. Journal of Research on Adolescence, 19, 799-811.
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of pro-crastination in Canada and Singapore. Applied Psychology, 59 (3), 361-379.
Klingsieck, K. B. (2013a). Procrastination: When good things don’t come to those who wait. European Psychologist, 18, 24-34.
Lay, C., & Silverman, S. (1996) Trait Procrastination, Anxiety, and Dilatory Behavior. Personality and Individual Differences, 21, 61-67.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495.
Leahy, R. L, (2002). Model of emotional schemas. Cognitive and Behavioral Practice, 9, 177-190.
Matthews, G., Schwean, V. L., Campbell, S. E., Saklofske, D. H., & Mohamed, A. A. (2000). Personality, self-regulation, and adaptation: A cognitive-social framework. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 171-207). New York: Academic.
McCloskey, G., Perkins, L. A., & Van Diviner, B. (2009). Assessment and Intervention for executive functions difficulties: School-based practice in Action Series. New York, NY: Routledge.
Michałowski, J. M., Wiwatowska, E., & Weymar, M. (2020). Brain potentials reveal reduced attention and error-processing during a monetary Go/No-Go task in procrastination. Scientific Reports, 10 (1), 19678.
Milgram, N. A., Dangour, W., & Raviv, A. (1992). Situational and personal determinants of academic procrastination. Journal of General Psychology, 119, 123-133.
Moon, S. M., & Illingworth, A. J. (2005a). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences, 38, 297-309.
Muszynski, S., and Akamatsu, T. (1991). Delay in completion of doctoral dissertations in clinical psychology. Professional Psychology: Research and Practice, 22, 119-123.
Özer, B. U. (2011). A cross sectional study on procrastination: Who procrastinates more? International Conference on Education, Research and Innovation, 18, 34-37.
Pace, R., Pluye, P., Bartlett, G., Macaulay, A. C., Salsberg, J., Jagosh, J., & Seller, R. (2012). Testing the reliability and efficiency of the pilot Mixed Methods Appraisal Tool (MMAT) for systematic mixed studies review. International Journal of Nursing Studies, 49 (1), 47-53.
Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior, 15, 239-254.
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011) Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology 33, 344-357.
Rebetez, M. M. L., Rochat, L., & Vander Linden, M. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1-6.
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80 (1), 128.
Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84 (2), 686-688.
Schouwenburg, H. C. (2004). Academic procrastination: Theoretical notions, measurement, and research. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3-17). Washington, DC: American Psychological Association.
Schouwenburg, H. C., & Groenewoud, J. (2001). Study motivation under social temptation: Effects of trait procrastination. Personality and Individual Differences, 30, 229-240.
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.
Schraw, G.,Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.
Senécal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
Seo, E. H. (2011). The relationship among procrastination, flow, and academic achievement. Social Behavior and Personality, 39, 209-218.
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality: An International Journal, 41 (5), 777-786.
Sirois, F. M., & Pychyl, T. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7 (2), 115-127.
Smith, S. M., & Blankenship, S. (1989). Incubation effects. Bulletin of the Psychonomic Society, 27, 311-314.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators' characteristics from a global sample. European Journal of Personality, 27 (1), 51-58.
Steel, P., & Kçnig, C. J. (2006). Integrating theories of motivation. Academy of Management Review, 3, 889-913.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51 (1), 36-46.
Syabilla, Y. A., Suryanda, A., & Sigit, D. V. (2018). A correlation between self concept and procrastination based on gender in neuroscience perspective. Biosfer: Jurnal Pendidikan Biologi, 11 (2), 114-120.
van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85.
Wells, A., Matthews, G., (1996). Modelling cognition in emotional disorder: the S-REF model. Behaviour Research Therapy, 34 (11), 881-888.
Wessel, J., Bradley, G. L., & Hood, M. (2019). Comparing effects of active and passive procrastination: A field study of behavioral delay. Personality and Individual Differences, 139, 152-157.
Whiteside, S.P. and Lynam, D.R. (2001). The five factor model and impulsivity: using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30, 669-689.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187.
Wolters, C. A., Won, S., & Hussain, M. (2017). Examining the relations of time management and procrastination within a model of self-regulated learn-ing. Metacognition and Learning, 12 (3), 381-399.
Wu, F., & Fan, W. (2017). Academic procrastination in linking motivation and achievement-related behaviours: a perspective of expectancy-value theo-ry. Educational Psychology, 37 (6), 695-711.
Yamashita, T. (2018). Grit and second language acquisition: Can passion and perseverance predict performance in Japanese language learning? Unpoblished master's thesis, University of Massachusetts Amherst.
Zacks, S., & Hen, M. (2018). Academic interventions for academic procras-tination: A review of the literature. Journal of Prevention & Intervention in the Community, 46 (2), 117-130.
Zanjani, S., Yunlu, D. G., & Beigh, J. N. S. (2020). Creative procrastinators: Mapping a complex terrain. Personality and Individual Differences, 154, 109-640.
Zhang, R., Chen, Z., Xu, T., Zhang, L., & Feng, T. (2020). The overlapping region in right hippocampus accounting for the link between trait anxiety and procrastination. Neuropsychologia, 146, 107-571.
Zhou, M. (2020). Gender differences in procrastination: The role of personality traits. Current Psychology, 39 (4), 1445-1453.
Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71-82.
Psychological Research, 2023 پژوهشهای روانشناختی، 1402
Vol. 24, No. 1 دوره 24، شماره 1
مرور سیستماتیک پژوهشهای مرتبط با اهمالکاری تحصیلی (غیرفعّال و فعّال): ارائه یک مدل مفهومی پنتاگونی
The Systematically Reviewing Studies Related to Academic Procrastination to Identify
a Model and Theoretical Framework
دکتر مجتبی بیرامی | Mojtaba Beyrami, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر پروین کدیور | Parvin Kadivar, Ph.D.* |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر هادی کرامتی | Hadi Keramati, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر مهدی عربزاده | Mehdi Arabzadeh, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
دکتر جواد کاووسیان | Javad Kavousian, Ph.D. |
دانشگاه خوارزمی، تهران | Kharazmi University, Tehran |
چکیده: پژوهش حاضر با هدف مرور سیستماتیک مطالعات مرتبط با اهمالکاری تحصیلی برای دست یافتن به یک مدل و چارچوب نظری انجام گردید. این پژوهش از نوع مطالعات ثانویه است و با توجه به روش اجرا، مرور سیستماتیک تلقی می‌شود. بر همین اساس، با جست‌وجو در پایگاه‌های اطلاعاتی و مطالعاتیِ معتبری که در بازة زمانی 1386 تا 1401 (2007-2022 م) از جوانب مختلف به موضوع اهمالکاری تحصیلی پرداخته بود‌ند و با تکیه بر روش پریزما، بعد از شناسایی 1645 ــــــــــــــــــــــــــــــــــــــــ
دریافت اصلاح نهایی مقاله: 23/9/1401
پذیرش مقاله: 24/2/1402
Abstract: The aim of the present study was to systematically reviewing studies related to academic procrastination to identify a model and theoretical framework. This re-search was a secondary study and according to the implementation method was consi-dered as a systematic review. By searching in valid data-bases and studies that have dealt with the issue of academic pro-crastination from various aspects in the ــــــــــــــــــــــــــــــــــــــــ
* kadivar220@yahoo.com
مقاله و غربال 154 مقاله از میان آنها 43 مقاله برای بررسی انتخاب شدند. نتایج نشان دادند که پیش‌بینی کننده‌ها و همبسته‌های اهمالکاری تحصیلی را می‌توان در قالب پنج رویکرد روان‌شاختی شامل شخصیتی، بافتی ـ محیطی، شناختی ـ عصبی، هیجانی، و انگیزشی ـ ارادی طبقه‌بندی کرد و پیامدهای آن را در قالب دو بخش درونی و بیرونی قرار داد. این طبقه‌بندی به ارائه یک چارچوب نظری تحت عنوان «مدل پنتاگونی اهمالکاری تحصیلی» منجر شد که در آن، بر تعامل بین رویکردها و پیامدها تأکید می‌شود. براساس این نتایج، پیشنهادهایی کاربردی و پژوهشی برای انجام تحقیقات بیشتر در حوزه اهمالکاری تحصیلی (غیرفعّال و فعّال) ارائه شد.
کلیدواژه‌ها: مرور سیستماتیک؛ اهمالکاری تحصیلی؛ مدل پنتاگونی؛ اهمالکاری غیرفعّال؛ اهمالکاری فعّال
period of 2001-2021 and based on the PRISMA method, after identifying 1645 ar-ticles and screening 154 articles, among them 43 articles were selected for review.The results showed that predictors and correlators of academic procrastination were classified in five psychological approaches including: personality, contextual-environmental, cogni-tive- neuro-logical, emotional, and motiva-tional-volitional and categorized by internal and external consequences. The results of this classification led to the presentation of a comprehensive theoretical framework entitled the "Pentagon model of academic procrastin-ation" in which the inter-action between approaches and outcomes were emphasised. Based on these results, practical and research suggestions were provided for further research in the field of academic procrastination (passive and active(.
Keywords: systematic review; academic procrastination; pentagon model; passive procrastination; active procrastination