This paper studies the relationships among academic procrastination, cognitive failure, and life stress in a sample of faculty of Education students. In addition, gender differences were explored across academic procrastination, cognitive failure, and life stress. The sample consisted of 300 fourth-year undergraduate students from the College of Education of Kafrelsheikh University in Egypt, (150) males and 150 females at the mean (21.92) years old, and standard deviation (2.32) during the 2017/2018 academic year. Measures used include Academic Procrastination, Cognitive Failure, and Life Stress scales created by the researcher. By using the appropriate statistical methods to analyze the data, positive statistically significant relationships among academic procrastination, cognitive failure, as well as life stress were found. In addition, male students reported statistically significantly higher levels of all three variables. Implications for teaching and learning in higher education are discussed.
zayed, A. (2020). Academic Procrastination and its relationship with Cognitive Failure and Life Stress of college of Education Students.. المجلة التربوية لکلية التربية بسوهاج, 75(75), 1137-1206. doi: 10.21608/edusohag.2020.97574
MLA
AMAL zayed. "Academic Procrastination and its relationship with Cognitive Failure and Life Stress of college of Education Students.", المجلة التربوية لکلية التربية بسوهاج, 75, 75, 2020, 1137-1206. doi: 10.21608/edusohag.2020.97574
HARVARD
zayed, A. (2020). 'Academic Procrastination and its relationship with Cognitive Failure and Life Stress of college of Education Students.', المجلة التربوية لکلية التربية بسوهاج, 75(75), pp. 1137-1206. doi: 10.21608/edusohag.2020.97574
VANCOUVER
zayed, A. Academic Procrastination and its relationship with Cognitive Failure and Life Stress of college of Education Students.. المجلة التربوية لکلية التربية بسوهاج, 2020; 75(75): 1137-1206. doi: 10.21608/edusohag.2020.97574
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