Explanation of the academic procrastination based on adaptive and maladaptive dimensions of perfectionism and locus of control

The procrastination behavior is defined as postponing responsibilities that individuals have to carry out. This behavior has many different dimensions; one of them is adjourning to accomplish academic tasks. Procrastination definitely hinders students from revealing their abilities and potentialities in learning process. Hence, in order to cope with this behavior, it’s necessary to determine the effective reasons and associations. Therefore, the aim of this study was to determine the relationship of academic procrastination with perfectionism (adaptive / maladaptive) and locus of control, and to determine to what extent it’s predictable based on the above variables. Research participants were 310 graduate students from university of Kashan (179 females and 131 males) whom were selected by categorical randomize sampling. Data were collected by Solomon and Rathblom’s procrastination assessment scale – student (PASS), Hill and et al’s perfectionism scale and Rotter’s locus of control scale. In order to analyze data, we use both descriptive and inferential statistics. The results show that there is a significant positive relationship between perfectionism and academic procrastination. Also, there is a significant neg0 ative relationship between adaptive perfectionism and academic procrastination and there is a significant positive relationship between maladaptive perfectionism and academic procrastination. Locus of control and academic procrastination have had significant negative relationship. Regression analysis indicated that academic procrastination is predictable with these two dimensions of perfectionism (adaptive/ maladaptive) and locus of control