Abu Ghazal, M. (2012). Academic procrastination: prevalence and causes from the point of view of undergraduate students. The Jordanian Journal of the Educational Sciences, 8(2), 131-149.
Adelman, R. M., Herrmann, S. D., Bodford, J. E., Barbour, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. (2017). Feeling closer to the future self and doing better: Temporal psychological mechanisms underlying academic performance.
Journal of Personality,
85(3), 398-408.
https://doi.org/10.1111/jopy.12248
Aghaie, E., Roshan, R., Mohamadkhani, P., Shaeeri, M., & Gholami-Fesharaki, M. (2017). Factor analysis and psychometric characteristics of the Persian version of Savoring Belief Inventory (SBI).
Avicenna Journal of Neuro Psycho Physiology,
4(1), 25-31.
http://doi.org/10.5812/ajnpp.58768
Boelen, P. A. (2024). Do savoring beliefs predict posttraumatic stress symptoms following stressful life events?
Anxiety, Stress, & Coping,
37(2), 192-204.
https://doi.org/10.1080/10615806.2023.2226871
Bryant, F. (2003). Savoring Beliefs Inventory (SBI): A scale for measuring beliefs about savouring.
Journal of Mental Health,
12(2), 175-196.
https://doi.org/10.1080/0963823031000103489
Bryant, F. B., & Veroff, J. (2017). Savoring: A new model of positive experience. Psychology Press.
Chun Chu, A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance.
The Journal of Social Psychology,
145(3), 245-264.
https://doi.org/10.3200/SOCP.145.3.245-264
Clark, K. (2017).
Investigating a novel measure of academic grit. Northern Illinois University.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/3635
Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction.
Journal of School Psychology,
72, 49-66.
https://doi.org/10.1016/j.jsp.2018.12.001
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature.
Journal of Personality and Social Psychology,
113(3), 492.
https://doi.org/10.1037/pspp0000102
Ersner-Hershfield, H. (2009). Thinking about tomorrow: The role of time horizons in emotional experience and intertemporal decision-making. Stanford University.
Ersner-Hershfield, H., Garton, M. T., Ballard, K., Samanez-Larkin, G. R., & Knutson, B. (2009). Don’t stop thinking about tomorrow: Individual differences in future self-continuity account for saving.
Judgment and Decision Making,
4(4), 280-286.
https://doi.org/10.1017/S1930297500003855
Fatehnejat, F., Soltani, A., Andishmand, V., & Manzari Tavakoli, A. (2023). Structural equation modeling for predicting academic procrastination Based on Cyberspace addiction and executive functions in first secondary female students in Kerman.
Iranian Journal of Learning and Memory,
6(22), 43-53.
https://doi.org/10.22034/iepa.2023.418187.1446
González-Brignardello, M. P., Sánchez-Elvira Paniagua, A., & López-González, M. Á. (2023). Academic procrastination in children and adolescents: A Scoping review.
Children,
10(6), 1016.
https://doi.org/10.3390/children10061016
Gwon, H., & Shin, J. (2023). Effects of physical education playfulness on academic grit and attitude toward physical education in middle school students in The Republic of Korea.
Healthcare,
11(5), 774.
https://www.mdpi.com/2227-9032/11/5/774
Harpaz, G., Vaizman, T., & Yaffe, Y. (2024). University students' academic grit and academic achievements predicted by subjective well-being, coping resources, and self-cultivation characteristics.
Higher Education Quarterly,
78(1), 192-211.
https://doi.org/10.1111/hequ.12455
Hershfield, H. E. (2011). Future self-continuity: How conceptions of the future self-transform intertemporal choice.
Annals of the New York Academy of Sciences,
1235(1), 30-43.
https://doi.org/10.1111/j.1749-6632.2011.06201.x
Kareem, J., Thomas, S., Kumar, P. A., & Neelakantan, M. (2023). The role of classroom engagement on academic grit, intolerance to uncertainty and well-being among school students during the second wave of the COVID‐19 pandemic in India.
Psychology in the Schools,
60(5), 1594-1608.
https://doi.org/10.1002/pits.22758
KavehFarsani, Z., Kaveh, M., & Ghodrati Jabloo, S. (2021). The Relationship between Savouring beliefs, optimism, and subjective happiness in the elderly: The Mediating role of life satisfaction.
Aging Psychology,
7(3), 245-229.
https://doi.org/10.22126/jap.2021.6345.1522
Khedmatian, A., Naami, A., Zarei, E., & Khalafi, A. (2023). The effect of growth mindset intervention on academic grit, academic flow and academic thriving.
Knowledge & Research in Applied Psychology,
1(24), 124-136.
https://doi.org/10.30486/jsrp.2021.1941715.3196
Kim, J., & Nan, X. (2016). Effects of consideration of future consequences and temporal framing on acceptance of the HPV vaccine among young adults.
Health Communication,
31(9), 1089-1096.
https://doi.org/10.1080/10410236.2015.1038774
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis.
Personality and Individual Differences,
82, 26-33.
https://doi.org/10.1016/j.paid.2015.02.038
Liao, Y.H., & Chen, H.C. (2022). Happiness takes effort: Exploring the relationship among academic grit, executive functions and well-being.
Personality and Individual Differences,
199, 111863.
https://doi.org/10.1016/j.paid.2022.111863
Mahasneh, A. M., Bataineh, O. T., & Al-Zoubi, Z. H. (2016). The relationship between academic procrastination and parenting styles among Jordanian undergraduate university students.
The Open Psychology Journal,
9(1).
https://doi.org/10.2174/1874350101609010025
Mehrgan, B., Asadi Majareh, S., & Moghtader, L. (2022). The path analysis of the relationship between religious coping (positive and negative) with Dimensions of mental health in students during the quarantine of the Corona virus epidemic [Research].
Rooyesh-e-Ravanshenasi Journal (RRJ),
11(1), 163-174.
http://frooyesh.ir/article-1-3279-en.html
Pamuk, M. (2022). The mediator role of academic grit in the relationship between academic procrastination and academic self-handicapping in adolescents.
International Journal of Contemporary Educational Research,
9(4), 762-769.
https://doi.org/10.33200/ijcer.1091334
Pozolotina, T., & Olsen, S. O. (2019). Consideration of immediate and future consequences, perceived change in the future self, and health behavior.
Health Marketing Quarterly,
36(1), 35-53.
https://doi.org/10.1080/07359683.2019.1567003
Sirois, F. M. (2014). Procrastination and stress: Exploring the role of self-compassion.
Self and Identity,
13(2), 128-145.
https://doi.org/10.1080/15298868.2013.763404
Sirois, F. M. (2023). Procrastination and stress: A conceptual review of why context matters.
International Journal of Environmental Research and Public Health,
20(6), 5031.
https://doi.org/10.3390/ijerph20065031
Sokol, Y., & Serper, M. (2020). Development and validation of a future self-continuity questionnaire: A preliminary report.
Journal of Personality Assessment.
https://doi.org/10.1080/00223891.2019.1611588
Touloupis, T., & Campbell, M. (2024). The role of academic context-related factors and problematic social media use in academic procrastination: A cross-sectional study of students in elementary, secondary, and tertiary education.
Social Psychology of Education,
27(1), 175-214.
https://doi.org/10.1007/s11218-023-09817-8
Wang, R., Lin, X., Ye, Z., Gao, H., & Liu, J. (2022). The relationship between future self-continuity and intention to use Internet wealth management: The mediating role of tolerance of uncertainty and trait anxiety [Original Research].
Frontiers in Psychology,
13.
https://doi.org/10.3389/fpsyg.2022.939508
