zahra hossinpanah; kobra kazemianmoghadam
Abstract
The purpose of this study was to test the causal relationship between cultural intelligence and academic vitality with self-directed learning through mediating academic procrastination in female students of Islamic Azad University of Dezful. The research method was descriptive and correlational. The ...
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The purpose of this study was to test the causal relationship between cultural intelligence and academic vitality with self-directed learning through mediating academic procrastination in female students of Islamic Azad University of Dezful. The research method was descriptive and correlational. The statistical population consisted of all female students of Islamic Azad University of Dezful, among whom 354 were selected by stratified random sampling. Fisher et al. (2001), Dehgani Zadeh and Hossein Chari (2012), Solomon & Rathblum academic procrastination (1984), and Ang et al.'s cultural intelligence (2004) were used to measure research variables. The proposed model was evaluated using path analysis. The results showed that in the whole sample, all path coefficients between variables were statistically significant. In addition, the direct paths of cultural intelligence, academic vitality, and academic procrastination to self-directed learning were statistically significant. Also, the direct paths of cultural intelligence and academic vitality to academic procrastination were also significant. On the other hand, the results showed that the indirect relationship between cultural intelligence and academic vitality with self-directed learning through academic procrastination was significant. Overall, the results showed that self-directed learning seems to be a phenomenon that is influenced by many factors such as cultural intelligence, academic vitality and academic procrastination.
