Predicting Students’ Academic Achievement Motivation Based on Academic Vitality and Academic Procrastination
Document Type : Original Article
Author
Ph.D. Student, Department of Curriculum Studies and Educational Measurement and Evaluation, Kharazmi University, Tehran, Iran.
10.22098/pbeo.2026.19384.1082
Abstract
Background and Aim: Academic achievement motivation plays a pivotal role in students’ learning performance and educational trajectory and is influenced by both positive psychological resources and inhibitory behaviors. Academic vitality, as a positive psychological resource, enhances students’ ability to maintain energy, active engagement, and a positive attitude toward learning, whereas academic procrastination, defined as delaying essential tasks and assignments, reduces motivation. This study aimed to examine the roles of academic vitality and academic procrastination in predicting students’ achievement motivation and to determine the contribution of each variable.
Methods: This correlational, applied, and quantitative study involved 852 male and female elementary school students in Ardabil, Iran, selected through stratified random sampling. Data were collected using an age-appropriate academic procrastination questionnaire, an academic vitality scale, and an achievement motivation questionnaire. Analyses included descriptive statistics, Pearson correlation, and stepwise multiple regression while controlling for demographic variables (gender and grade level) using R software.
Results: The mean score for academic vitality was 4.12 (SD = 0.61), for achievement motivation 4.05 (SD = 0.58), and for academic procrastination 2.87 (SD = 0.72). Academic vitality showed a strong positive correlation with achievement motivation (r = 0.68), and academic procrastination showed a moderate negative correlation (r = -0.53). Stepwise multiple regression indicated that academic vitality (β = 0.57, p < 0.001) and academic procrastination (β = -0.38, p < 0.001) together explained 62% of the variance in achievement motivation.
Conclusion: Strengthening academic vitality and reducing inhibitory academic behaviors can enhance students’ achievement motivation. Educational and psychological interventions that foster energy, active engagement, and positive attitudes while decreasing academic procrastination may improve students’ academic performance and active participation in learning.
Methods: This correlational, applied, and quantitative study involved 852 male and female elementary school students in Ardabil, Iran, selected through stratified random sampling. Data were collected using an age-appropriate academic procrastination questionnaire, an academic vitality scale, and an achievement motivation questionnaire. Analyses included descriptive statistics, Pearson correlation, and stepwise multiple regression while controlling for demographic variables (gender and grade level) using R software.
Results: The mean score for academic vitality was 4.12 (SD = 0.61), for achievement motivation 4.05 (SD = 0.58), and for academic procrastination 2.87 (SD = 0.72). Academic vitality showed a strong positive correlation with achievement motivation (r = 0.68), and academic procrastination showed a moderate negative correlation (r = -0.53). Stepwise multiple regression indicated that academic vitality (β = 0.57, p < 0.001) and academic procrastination (β = -0.38, p < 0.001) together explained 62% of the variance in achievement motivation.
Conclusion: Strengthening academic vitality and reducing inhibitory academic behaviors can enhance students’ achievement motivation. Educational and psychological interventions that foster energy, active engagement, and positive attitudes while decreasing academic procrastination may improve students’ academic performance and active participation in learning.
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