Farhangian University Educational and Scholastic studies 2423-494X 3 2 2014 06 22 The role of psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation in predicting academic procrastination in students The role of psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation in predicting academic procrastination in students 33 52 427 FA Saeed Moshtaghe Homam Moayyedfar Journal Article 2015 06 12 This study aims to predict academic procrastination based on the psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation. To do so, 375 students were chosen in Islamic Azad University in Dezful branch (175 female and 200 male) through stratified random sampling. To gather the data, Procrastination Scale (Lay, 1986) and Achievement Goal Questionnaire (Eliot and McGregor, 2001) were used and for the four components of psychological capital there were used Adult Dispositional Hope Scale, Life Orientation Test-Revised, Resiliency Scale and Academic Self-Efficacy Scale. The data were analyzed using Pierson correlation coefficient and stepwise regression. The results showed that there is a negative significant relationship between academic procrastination and the four components of psychological capital and mastery-approach goal orientation, and a positive and significant relationship with performance-approach, performance-avoidance and mastery-avoidance goal orientation (P<0.05). Of the variables, self-efficacy component, the goals of performance-approach, mastery-approach and performance-avoidance and hope explained 33 per cent of academic procrastination variance. This study aims to predict academic procrastination based on the psychological capital components (hope, optimism, resiliency and self-efficacy) and achievement goals orientation. To do so, 375 students were chosen in Islamic Azad University in Dezful branch (175 female and 200 male) through stratified random sampling. To gather the data, Procrastination Scale (Lay, 1986) and Achievement Goal Questionnaire (Eliot and McGregor, 2001) were used and for the four components of psychological capital there were used Adult Dispositional Hope Scale, Life Orientation Test-Revised, Resiliency Scale and Academic Self-Efficacy Scale. The data were analyzed using Pierson correlation coefficient and stepwise regression. The results showed that there is a negative significant relationship between academic procrastination and the four components of psychological capital and mastery-approach goal orientation, and a positive and significant relationship with performance-approach, performance-avoidance and mastery-avoidance goal orientation (P<0.05). Of the variables, self-efficacy component, the goals of performance-approach, mastery-approach and performance-avoidance and hope explained 33 per cent of academic procrastination variance. https://pma.cfu.ac.ir/article_427_90cb520a3f9a04c1a86c90dcc2c5e1ef.pdf