The other finding of the present study stated that the irrational belief of problem avoidance has a significant and direct relationship with academic procrastination but cannot predict it. This finding means that those who are afraid of facing problems will postpone their tasks and always does procrastination in their affairs. This finding is in line with the findings of Balkis et al (11), Tohidi et al (25), Alizadeh Sahrayi et al (28), Heydari et al (29) and Darunkalayi (32). Since the academic affairs need the effort and tolerance of problems, a direct relationship is established between problem avoidance and academic procrastination. Despite this direct relationship, the irrational belief of problem avoidance cannot predict academic procrastination and it seems that it is due to the predictability of helplessness for change and its correlation to problem avoidance. Because the person must create some changes in him/her and replace new solutions while facing the academic problems, this belief causes problem avoidance and academic procrastination. The next finding of the present study was that emotional irresponsibility has a direct and significant relationship with academic procrastination but cannot predict it. This finding means that the person who is affected by emotional irresponsibility considers all his/her concerns and emotional disorders under the influence of external factors. For this reason he does procrastination in most affairs and considers the external factors responsible for this performance, this finding is in line with the findings of Balkis et al (31), Alizadeh Sahrayi et al (28), Heydari et al (29) and Darunkalayi (32). Emotional irresponsibility prevents the on-time performance of academic affairs and causes procrastination. However, despite the positive relationship between this belief and academic procrastination, this belief cannot predict academic procrastination. It seems that helplessness for change affects emotional irresponsibility. In other words, the belief of the lack of change in adverse effects of past unpleasant experiences downplays the role of belief in the involvement of external factors in the occurrence of unpleasant affairs. The second hypothesis of the study stated that: positive and negative perfectionism predict academic procrastination. In relation to testing this hypothesis, the findings showed that positive perfectionism has a reverse relationship with academic procrastination of students and negative perfectionism has a direct and significant effect with academic procrastination of students. Also positive perfectionism can negatively predict academic procrastination and negative perfectionism can positively predict academic procrastination. Here are the explanations of each of these results.
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