Document Type : Research Article
Authors
1
Associate Professor of Sociology, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2
Assistant Professor of Sociology, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3
PhD student in Social Sciences, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
10.22084/csr.2025.29596.2296
Abstract
Studying academic procrastination among students can provide scientific support and necessary decision-making strategies for higher education institutions to promote students' mental health. This study aimed to model academic procrastination among graduate students and identify strategies for dealing with it, through a qualitative approach and using data-based theory. A total of 15 faculty members participated in this study and were interviewed purposefully and based on the rule of theoretical saturation. Data analysis was conducted based on three stages of open, axial, and selective coding. Scientific and research incompetence, inefficiency of the university system (weak mechanisms of the student recruitment system, ineffective management and educational laws, weak effective communication between the university and industry and society, and lack of justification education), the labor market and job opportunities are among the causal conditions for the formation of procrastination. In contrast, students use passive or active strategies (adaptive strategy and illegitimate opportunity strategy) against procrastination. Social beliefs, the existence of shortcuts, family support, and academic alienation of professors as intervening conditions, and the nature of academic disciplines (in the humanities and basic sciences), lack of scientific and research equipment, multiple roles, and in-person or virtual education as background conditions affect strategies. The consequences of this behavior are the weakening of scientific credibility and professional ethics, and the weakening of the cultural capital of society. In general, continuous procrastination behavior can be a meaningful response to social, cultural, and organizational conditions. This behavior is not only a result of individual factors, but also a reaction to macrostructures and social expectations, which at the same time indicates individual agency in managing the situation.
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