Cognitive Distortions and its relationship to Academic self-Efficacy, Mindfulness, and Academic procrastination among Faculty of Education students.

The aim of the current paper is to identify the relationship between cognitive distortions, academic self-efficacy, mindfulness, and academic procrastination among college students, and to reveal the presence of differences attributed to gender (male/female) and academic specialization (scientific/literary), as well as revealing the possibility of predicting academic procrastination. Through cognitive distortions, academic self-efficacy, and mindfulness. The research sample consisted of (300) male and female students at the Faculty of Education, Kafrelsheikh University. The researcher used: The Cognitive Distortions questionnaire prepared by (De Oliveira, 2015) translated into Arabic by the “researcher, the Academic Self-Efficacy questionnaire (Sachitra& Bandara, 2017), translated into Arabic by the “researcher,” and the Five Factors of Mental Awareness Scale by Bear et al., 2006), translated by “Abdul Raqeeb Al-Buhairi et al.” (2014), and the Brief Academic Procrastination Scale (Geara et al., 2019), translated into Arabic by the researcher. The results revealed a positive, statistically significant correlation between cognitive distortions and academic procrastination, and a negative correlation with academic self-efficacy and mindfulness. The results also revealed that there are no differences attributable to gender in cognitive distortions and mindfulness, and there are statistically significant differences attributable to gender (male/female) in academic self-efficacy in favor of females, and differences in academic procrastination in favor of males. The results also revealed that there are no statistically significant differences in cognitive distortions, mindfulness, and academic procrastination attributable to specialization, and that there are statistically significant differences in academic self-efficacy attributable to specialization in favor of scientific specializations. The results revealed the possibility of predicting academic procrastination through cognitive distortions, academic self-efficacy, and mindfulness. Some recommendations and proposed research were presented considering the research results.