Parenting Styles and Academic Procrastination

Abstract

The present study examined the relationship between the parenting styles and academic procrastination. Three-hundred-ninety- five Shiraz University students (261 girls and 134 boys) were participants of the study. Steinberg's Parenting Styles Scale (2005) and Solomon & Rothblum's Academic Procrastination Scale (1984) were used as measures of the study. Simultaneous multiple regression of academic procrastination total score on the parenting styles subscales, revealed that the “acceptance-involvement” and “psychological autonomy-granting” styles were significant and negative predictor of the academic procrastination, whereas the “behavioral strictness-supervision” style had a significant predict power for the academic rocrastination.