M.A. Thesis:

The Relationship between Self-Regulation Strategies and Emotion Expression with Academic Procrastination of Students

The present study aims to investigate the relationship between emotion regulation and emotional expression strategies with educational procrastination of secondary school girl students in 4th district of Mashhad. This study was a descriptive-correlational type. The statistical population included all 1,000 secondary school girl students in the 4th district of Mashhad in the academic year of 2018-19, The research sample in this study was consisted of 278 subject from the research community that were selected based on multi-stage cluster sampling method and Morgan table. Data were collected through Solomon and Roth Blum's (1984) educational procrastination Questionnaire, Grass and John's (2003) Emotion regulation Questionnaire, and King and Amon's (1990) emotional expression Questionnaire. The research findings were analyzed by using SPSS-23 software, Pearson correlation coefficient test, and simultaneous multivariate regression. The results showed that emotion regulation and emotional expression can predict educational procrastination in a negative direction. Also, the relationship between emotion regulation and educational procrastination strategies is statistically significant. However, this relationship is positive for evaluation and for repression is negative. The relationship between emotional expression and educational procrastination is statistically significant. Of course this is a negative relationship.

Keywords: Emotion regulation strategies, emotional expression, educational procrastination