The purpose of the present study was to compare adolescents’ academic procrastination in different family types (healthy, unhealthy, content problematic and process problematic) based on the contextual family and content model. The sample included 493 high school students (212 girls; 281 boys) from grads seventh and eighth of 8 junior high schools who were from four educational districts of Shiraz City, Southern Iran, in the academic year 1392-93. Participants were selected randomly by multi-stage cluster sampling method. Data were collected through completion of conscientiousness and procrastination questionnaire, and self-report measures of family process and content. The conscientiousness and procrastination questionnaire has 6 subscales of conscientiousness labeled deliberation, competence, order, achievement-striving, self-discipline, dutifulness, procrastination, and one scale of procrastination. Reliability and validity of all research instruments were determined by Cronbach’s alpha coefficient, and internal consistency. To compare academic procrastination in different family types, it was used Multivariate Analysis of Variance (MANOVA) by application of SPSS (version 16) software. The findings showed that the research instruments had acceptable reliability and validity. The results of MONOVA indicated that the mean scores of academic procrastination of children from unhealthy family was significantly higher than the mean scores of academic procrastination of healthy families’ children There were significant differences between mean scores of children’s performances in all subscales (except dutifulness subscale) of all family types.
Keywords: family, academic procrastination, conscientiousness, contextual family and content model.