A Phenomenological Study of the Lived Experiences of Student Teachers at Farhangian University of Academic Procrastination and Its Educational Implications

Author
Esmat Motaharnezhad
Farhangian university
Abstract
Objective: Academic procrastination is a common challenge among students that can affect their quality of learning, motivation, and future professional performance. The aim of the present study was to analyze the lived experiences of student teachers of academic procrastination and identify the factors affecting it. Method: This study was conducted with a qualitative approach and Van Manen's analytical phenomenological method. The field of the present study included all student teachers of Farhangian University in the academic year 1403-1404, and 10 student teachers were selected using purposive sampling and data saturation criteria. Data were collected through in-depth semi-structured interviews. Data analysis was conducted in six steps based on Van Manen's perspective. In this process, 127 initial codes were extracted and after removing repetitive codes, 96 basic themes, 14 organizing themes, and finally 3 overarching themes were obtained. Findings: The results of the analyses showed that the three overarching themes of this study included internal pressures and academic self-concept, environmental and structural factors, and coping strategies and reactions. The findings of this study showed that a combination of individual factors (such as low self-efficacy and performance anxiety), environmental factors (such as educational structure and social relationships), and lack of skills in applying effective coping strategies play a role in the emergence and persistence of academic procrastination. Conclusion: The results of the study emphasize the necessity of designing educational and counseling programs at Farhangian University that can help improve self-regulation skills, time management, promote academic motivation, and use effective coping strategies to eliminate or reduce procrastination in student teachers with a multi-level approach.
Keywords
Academic procrastination
lived experience
Phenomenology
student teachers
educational implications
Van Manen
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