عنوان مقاله [English]
The present study investigates the relationship between procrastination and perception of classroom structure and explained the role of self-regulation (motivational beliefs and learning strategies of self-regulation) and gender in this relationship. The research method was correlation (multiple regressions) and the research population was the all students of the second grade in high schools of Birjand city. The research sample were 400 (200 girls and 200 boys) were selected randomly with cluster sampling method. The data collected by Procrastination Assessment Scales-Students (PASS, Solomon & Rothblum, 1984), Blackburn's Perception of Classroom Structure Questionnaire (1998) and Motivated Strategies for Learning Questionnaire (Pentrich & et al, 1991). The data were analyzed were by multiple regression and multivariate analysis of variance. The results showed that gender, mastery evaluation, test anxiety and metacognition strategies predicted significantly procrastination. In addition, there were statistically significant differences between male and female students in the components of the perception of class structure (except for motivational assignments), motivational beliefs and self-regulated learning strategies. Furthermore, motivational assignments and support from autonomy were significant predictors of self-regulaiton.