The Impact of Childhood Traumas on Academic Procrastination with Parent-Adolescent Conflict Mediation in Female Students

Authors

    Mozhgan Moradi Dolatabadi PhD student in Educational Psychology, Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran
    Afsaneh Sobhi * Assistant Professor, Department of Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran [email protected]
    Mohammad Saeid Ahmadi Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran
https://doi.org/10.61838/

Keywords:

Childhood Traumas, Parent-Adolescent Conflict, Academic Procrastination, Female Students, Structural Equation Modeling

Abstract

Objective: Academic procrastination is a prevalent issue among adolescents that can negatively impact their educational outcomes. This study aimed to investigate the effects of childhood traumas and parent-adolescent conflict on academic procrastination among female high school students in Karaj. It also sought to examine the potential mediating role of parent-adolescent conflict in the relationship between childhood traumas and academic procrastination.

Methods and Materials: The study utilized a cross-sectional design with a sample of 384 female high school students selected via cluster random sampling from Karaj. Data collection was conducted using validated self-report questionnaires: the Childhood Trauma Questionnaire, the Conflict Behavior Questionnaire for assessing parent-adolescent conflict, and a standard Academic Procrastination scale. Descriptive and inferential statistical analyses, including correlation and regression analyses, were performed using structural equation modeling.

Findings: The results indicated significant direct effects of childhood traumas and parent-adolescent conflict on academic procrastination. Specifically, higher levels of childhood traumas were associated with increased academic procrastination (β = .201, p < .001). Similarly, parent-adolescent conflict was positively correlated with procrastination (r = .25, p < .01). However, the indirect effect of childhood traumas on academic procrastination through parent-adolescent conflict was not significant (β = -.006, p = .747).

Conclusion: This study underscores the impact of childhood traumas and parent-adolescent conflicts on academic procrastination. The findings highlight the importance of addressing these factors within educational and psychological interventions to support the academic success and well-being of students. Future research should explore longitudinal relationships and consider additional mediating variables.

Downloads

Download data is not yet available.

Downloads

Additional Files

Published

2024-11-11

Submitted

2024-08-13

Revised

2024-10-15

Accepted

2024-10-19

How to Cite

Moradi Dolatabadi, M., Sobhi, A., & Ahmadi, M. S. . (2024). The Impact of Childhood Traumas on Academic Procrastination with Parent-Adolescent Conflict Mediation in Female Students. Journal of Adolescent and Youth Psychological Studies (JAYPS), 5(11), 30-37. https://doi.org/10.61838/