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The present study examined the relationship between the parenting styles and academic procrastination. Three-hundred-ninety- five Shiraz University students (261 girls and 134 boys) were participants of the study. Steinberg's Parenting Styles Scale (2005) and Solomon & Rothblum's Academic Procrastination Scale (1984) were used as measures of the study. Simultaneous multiple regression of academic procrastination total score on the parenting styles subscales, revealed that the “acceptance-involvement” and “psychological autonomy-granting” styles were significant and negative predictor of the academic procrastination, whereas the “behavioral strictness-supervision” style had a significant predict power for the academic rocrastination.


Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

Access Rights

Open Access

First Performance Location

Izmir, Turkey

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.