Academic hardiness as a moderator between evaluative concerns perfectionism and academic procrastination in students

Abbas Abdollahi, Neda Maleki Farab, Sana Panahipour, Kelly A. Allen

Research output: Contribution to journalArticleResearchpeer-review


Academic procrastination is a common phenomenon in students that can have a negative impact on effective learning, academic achievement, self-esteem, and quality of life. This study examined the associations among the two dimensions of perfectionism (personal standards perfectionism and evaluative concerns perfectionism), academic hardiness, and academic procrastination, as well as the moderating role of academic hardiness in the relationship between the two dimensions of perfectionism and academic procrastination. Participants of this study included 410 high school students in grades 9 to 12 from six schools in Tehran, Iran who completed the Almost Perfect Scale-Revised, the Academic Hardiness Scale, and the Procrastination Assessment Scale. The results indicated that personal standards perfectionism and academic hardiness had negative relationships with academic procrastination, whereas evaluative concerns perfectionism had a positive relationship with academic procrastination. Interaction-moderation analysis demonstrated that academic hardiness only played a buffering role in the relationship between evaluative concerns perfectionism and academic procrastination. The results of this study elucidate the experience of academic procrastination in students and highlight the role of academic hardiness and personal standards perfectionism. Implications for educators and psychologists are discussed.

Original languageEnglish
Number of pages10
JournalJournal of Genetic Psychology
Publication statusAccepted/In press - 2020


  • Academic hardiness
  • academic procrastination
  • evaluative concerns perfectionism
  • personal standards perfectionism
  • students

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