Purpose: The present study was conducted to determine the relationship between achievement emotions and achievement goals with academic procrastination.
Materials and Methods: This study was fundamental in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the study included all graduate students of Islamic Azad University, Science and Research Branch of Tehran in the second semester of the academic year of 1996-97, from which 352 people (281 women and 71 men) were selected by stratified proportional sampling. . The Middleton and Migley (1997) Achievement Goals Questionnaire, the Peckran et al.'s (2005) Emotions Achievement Questionnaire, and the Solomon and Rothblam (1984) Academic Procrastination Scale were used to collect data. Data analysis was performed using Pearson correlation coefficient and multiple regression analysis using simultaneous method.
Findings: The results showed that there is a negative relationship between positive achievement emotions and academic procrastination and a significant positive relationship between negative achievement emotions and academic procrastination. The results also showed that there is a negative and significant relationship between mastery goals and approach-performance with academic procrastination and between avoidance-performance goals with academic procrastination.
Conclusion: the result in general showed that achievement emotion and achievement goals are able to predict students’ academic procrastination