The Mediating Role of Adolescent-Parent Conflict in The Relationship Between Academic Procrastination, Personality Traits, and Identity Styles in Adolescents

Purpose: Academic procrastination or procrastination is a common problem in the educational system, referring to the prevalent tendency of learners to delay performing assignments and academic activities to the extent that it alters the individual's effective performance. The study investigates the mediating role of adolescent-parent conflict in the relationship between academic procrastination, personality traits, and identity styles in adolescents. Methodology: This applied research, conducted through a descriptive survey methodology, involved a sample of ۳۷۵ out of ۱۶,۳۴۷ high school students from Tehran's districts ۵ and ۲۲, selected via stratified random sampling. Data were gathered using standardized questionnaires on academic procrastination (Solomon & Rothblum, ۱۹۸۴), personality traits (NEO-FFI by Costa & McCrae, ۱۹۹۲), identity styles (Berzonsky, ۱۹۸۹), and adolescent-parent conflict (short version for adolescents by Prinz et al., ۱۹۷۹), validated for content validity and reliability with Cronbach's alpha coefficient. Structural equation modeling and software SmartPLS version ۲ and SPSS version ۱۹ were used to test hypotheses. Findings: Results indicated significant negative relationships between academic procrastination and adolescents' personality traits and identity styles, and positive relationships between personality traits and identity styles. Conclusion: Adolescent-parent conflict was found to mediate the relationship between academic procrastination and both personality traits and identity styles in adolescents.

Keywords:

Adolescent-Parent Conflict , academic procrastination , personality traits , Identity Styles