Academic procrastination and its relationship to the internal management of cognitive load among primary school students

Authors

1 Researcher in Educational Psychology - Faculty of women - Ain Shams University

2 Professor of Educational Psychology - Faculty of Education - Alexandria University

3 Professor of Educational Psychology - Faculty of women - Ain Shams University

Abstract

This study aimed to reveal the relationship between academic procrastination and the internal management of the cognitive load among fifth-grade students, as well as to reveal the differences in academic procrastination and internal management of the cognitive load according to the gender variable (males- females). The study sample consisted of (150) male and female students the fifth grade of primary school, and the study used the descriptive approach for its relevance to the nature of the study problem, and the following tools were used: the academic procrastination scale, and the internal management scale for the cognitive load (prepared by the researcher)the results of the study concluded that there is a negative statistically significant correlation between academic procrastination and the internal management of cognitive load among fifth-grade students, and the results showed that there are no statistically significant differences between the averages of students on the academic procrastination scale according to gender (males-females), there are no statistically significant differences between the averages of students on the internal management scale of cognitive load according to gender (males-females) .

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