Objective: The present study aimed to explain the relationship between family context and structure with academic procrastination and social adaptability among eighth-grade male students in Shiraz.
Methodology: This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population comprised 6,000 eighth-grade male students in public schools of District 2 in Shiraz, from which a sample of 361 students was selected using Cochran's formula and a multi-stage cluster sampling method. Data were collected using four standardized questionnaires (the Samani Family Process and Content Self-Report Scales, the Solomon and Rothblum Academic Procrastination Questionnaire, and the Sinha and Singh Social Adjustment Questionnaire) and were analyzed using Pearson correlation coefficients and multiple regression analyses.
Findings: The results indicated that family context had a significant negative correlation with procrastination (r = -0.38) and social adaptability (r = -0.44), and family structure had a significant negative correlation with procrastination (r = -0.32) and social adaptability (r = -0.36). The combination of predictor variables explained 24% of the variance in academic procrastination and 28% of the variance in social adaptability. Hierarchical analysis revealed that family context had a greater incremental contribution (15% and 20%) compared to family structure (6% and 5%) in predicting the dependent variables.
Conclusion: The findings emphasize the more prominent role of family emotional-relational processes, as opposed to material resources, in reducing academic procrastination and promoting adolescent adjustment.