University of Isfahan New Educational Approaches   2423-6780 10 2 2016 02 20 Investigating the Mediating Role of Achievement Goals in the Effect of Need Forclosure and Academic Procrastination Investigating the Mediating Role of Achievement Goals in the Effect of Need Forclosure and Academic Procrastination 41 60 20904 FA A. Rastegar Assistant Professor, Payame-Noor University, Tehran, Iran. S. Mazlomian Assistant Professor, Payame-Noor University, Tehran, Iran M.H Saif Assistant Professor, Payame-Noor University, Tehran, Iran R. Gharban Jahromi Researcher at National Center for Addiction Studies, Tehran, Iran Journal Article 2016 11 26 The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and academic procrastination. For this reason, 425 (243 female & 182 male) students from Fars Payame Noor University were selected through multistage cluster and stratified ratio sampling who completed a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), and academic procrastination scale (PASS). The research method was descriptive and correlation research design was chosen with regard to studying the relationship between variables in causal model of path analysis framework. Findings showed that need for closure dimensions have significant positive and indirect effects on academic procrastination through the mediation of achievement goals. The findings demonstrated that the direct effect of need for structure on mastery goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. The direct effect of need for structure on performance-approach goals was not significant. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was significantly negative; however, this effect on performance-avoidant goals was significantly positive. In conclusion, the detailed discussion of our results and their explanation has been addressed. The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and academic procrastination. For this reason, 425 (243 female & 182 male) students from Fars Payame Noor University were selected through multistage cluster and stratified ratio sampling who completed a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), and academic procrastination scale (PASS). The research method was descriptive and correlation research design was chosen with regard to studying the relationship between variables in causal model of path analysis framework. Findings showed that need for closure dimensions have significant positive and indirect effects on academic procrastination through the mediation of achievement goals. The findings demonstrated that the direct effect of need for structure on mastery goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. The direct effect of need for structure on performance-approach goals was not significant. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was significantly negative; however, this effect on performance-avoidant goals was significantly positive. In conclusion, the detailed discussion of our results and their explanation has been addressed. https://nea.ui.ac.ir/article_20904_27f07c52b4ba7631cb366bf937db22c5.pdf