A causal model of the relationship of psychological barriers and cognitive dependence to academic procrastination among students of the College of Physical Education and Sports Sciences

Abstract

Students in general, and especially students of the College of Physical Education and Sports Sciences, who are given full responsibility for performing academic tasks after the previous academic stages, in which both parents and teachers participate, face constant pressure, due to their demands to submit research and reports and study for exams. These pressures lead to a decrease in the learner’s motivation for continuous study, a weak ability to communicate with professors, and a lack of internal motivation. This will lead to an increase in cognitive dependence by obtaining help from others, a lesser amount of perseverance, avoiding the task, feeling bored, and a lack of need for knowledge. This leads to weak personal experience and self-confidence. Negative thinking and severe negative emotions, which in turn create psychological barriers to achieving optimal performance and lead to some of them resorting to postponing the work of these tasks, which may lead to an increase in the pressures placed on them, which affects the educational aspects and leads to their academic reluctance. Therefore, the research aimed to identify the correlation between psychological barriers and cognitive dependence and academic procrastination among students, as well as to build a model that explains and explains the nature of the direct and indirect causal relationship between psychological barriers, cognitive dependence and academic procrastination among students of the College of Physical Education and Sports Sciences.