Testing a Causal Model of Mathematics Academic Boredom Based on Metacognitive Strategies and Achievement Goal Orientation with the Mediating Role of Academic Procrastination

Nikookar, Elham; Farrokhi, Noorali; Dortaj, Fariborz; Ghaemi, Fatemeh

doi:10.22034/iepa.2026.559502.1553

Testing a Causal Model of Mathematics Academic Boredom Based on Metacognitive Strategies and Achievement Goal Orientation with the Mediating Role of Academic Procrastination

Document Type : Original Article

Authors

Elham Nikookar ¹

Noorali Farrokhi ²

Fariborz Dortaj ³

Fatemeh Ghaemi ⁴

¹ PhD student in Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.

² Department of Measurement and Assessment, Faculty of Psychology and Education, Allameh Tabatabae’i University, Tehran, Iran.

³ Full Professor, Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabatabae’i University, Tehran, Iran.

⁴ Associate Professor of Endocrinology, Metabolism Vice Chancellery for Treatment, Iran Ministry of Health and Medical Education, Tehran, Iran.

https://doi.org/10.22034/iepa.2026.559502.1553

Abstract

Objective: Academic boredom, as one of the key negative emotions in educational environments, particularly in mathematics, can lead to numerous effects. The present study was conducted with the aim of examining the model of mathematics academic boredom based on metacognitive strategies and goal orientations, mediated by academic procrastination, among high school students.
Method: This research was descriptive in nature employing structural equation modeling and path analysis. The statistical population included all female high school students in public schools in Tehran during the academic year 2024-2025, from which 400 individuals were selected using multi-stage cluster sampling. Data collection tools included the Academic Boredom Questionnaire (Pekrun et al., 2002), Self-Regulated Learning Questionnaire (Bouffard et al., 1995), Goal Orientations Questionnaire (Bouffard et al., 1998), and Academic Procrastination Questionnaire (Solomon & Rothblum, 1984). The data were analyzed using path analysis in SPSS 24 and AMOS 2024 software.
Results: The results indicated that the proposed model has a good fit. Metacognitive strategies (β=-0.13) and mastery goal orientation (β =-0.29), performance goal orientation (β= 0.19), and avoidance goal orientation (β= 0.05) had a direct and significant effect on mathematics academic boredom. Furthermore, academic procrastination mediated the relationship between goal orientations and academic boredom.
Conclusions: These findings can inform the design of effective educational interventions to reduce academic boredom, emphasizing the strengthening of metacognitive strategies and promotion of mastery goal orientations as key self-regulatory tools. Such approaches not only mitigate academic procrastination but also enhance overall motivation and academic performance.ance.

Keywords

Mathematics Academic Boredom

Metacognitive Strategies

Achievement Goal Orientation

Academic Procrastination

Subjects

School Psychology

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