Investigating the relationship between cognitive styles with academic delayof gratification and academic procrastination of male high school students

Desired academic performance is thought to be one of the most important aims of eachindividual student, his/her family and educational system as well. However, challenges such asacademic procrastination and delay of gratification can impact personal and social aspects. Theaim of the present research was to investigate the relationship between cognitive styles(adaptive-innovative) with delayed gratification and academic procrastination of male highschool students. This cross-sectional descriptive-analytic study, the research population was allmale high school students in Ilam city, Iran. The research sample comprised all of studentsattended in five classrooms (۲۷۰ persons) who were selected using the Morgan Table samplingmethod. The research instruments were the ''KAI'' cognitive style inventory (Kirton, ۱۹۶۷),Tuckman (۱۹۹۱) Procrastination Scale and academic delayed gratification (Anbari et al.,۲۰۱۲). The collected data were analyzed in terms of descriptive and inferential statistics. Thefindings indicated that there is a meaningful relationship between cognitive style and academicprocrastination and delayed gratification; the results acquired from regression analysis provedthat along with the increase of adaptive and innovative cognitive style, the delay of gratificationof students also increases. The study found a positive and significant correlation betweenadaptive cognitive style and academic procrastination, while a negative and significantcorrelation was observed between innovative cognitive style and academic procrastination.Type of cognitive style may influence on academic procrastination and academic delay ofgratification in turn impacts students' academic performance. Consequently, to be aware ofcognitive styles' role on academic functions is a necessity more than before.