تعامل استاد-دانشجو، بیگانگی دانشگاهی و جهت‌گیری آینده تحصیلی با اهمال‌کاری تحصیلی دانشجویان

Academic procrastination, prevalent in educational settings, is influenced by both internal and external factors and has a high incidence rate. This quantitative study, employing a path analysis approach, investigated the role of lecturer-student interaction, academic alienation, and academic future orientation—a combination of external and internal factors—in relation to academic procrastination among students. This approach addresses a gap, as most research in this area has primarily focused on intra-individual factors.
The study population comprised undergraduate students at Kharazmi University during the academic year (2023-2024). A cluster sampling method was used to select 279 participants, who completed four questionnaires: academic procrastination, faculty-student interaction, academic alienation, and academic future orientation. Data analysis was performed using SPSS and AMOS.
The fit indices, such as RMSEA = 0.041 and CFI = 0.93, indicated a good fit between the empirical data and the hypothesized conceptual model. The model explained 18% of the variance in students' academic procrastination through its predictor variables. faculty-student interaction (β = -0.064) and academic alienation (β = 0.050) were significant predictors.
Keywords: faculty-student interaction, academic alienation, academic future orientation, academic procrastination.