Payame Noor University Social Cognition 2322-3782 2 2 2014 02 20 Investigating the Mediating Role of Achievement Goals in the Relationship between Need for Closure and Cognitive Engagement: the Effect of Procrastination Context Investigating the Mediating Role of Achievement Goals in the Relationship between Need for Closure and Cognitive Engagement: the Effect of Procrastination Context 87 99 2908 FA Reza Ghorban Jahromi Ph.D candidate, Tehran University Elaheh Hejazi Associate professor, Tehran University Javad Ejei Associate professor,Tehran University Mohamad Khodayari Fard Associate professor, Tehran University Journal Article 2013 06 01 The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz were selected through multistage cluster sampling and answered to a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), cognitive engagement scale (MSLQ), and academic procrastination scale (PASS). The results generally showed that in an academic procrastination context need for closure dimensions have significant negative indirect effects on deep cognitive strategies through the mediation of achievement goals; however, this effect on shallow cognitive strategies is significant, negative, and indirect. The findings demonstrated that the direct effect of need for structure on mastery and performance-approach goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was respectively negative and positive, both significant. The direct effect of need for certainty on performance-avoidance goals was not significant. The effect of each of the achievement goals on shallow and deep cognitive strategies was different. The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz were selected through multistage cluster sampling and answered to a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), cognitive engagement scale (MSLQ), and academic procrastination scale (PASS). The results generally showed that in an academic procrastination context need for closure dimensions have significant negative indirect effects on deep cognitive strategies through the mediation of achievement goals; however, this effect on shallow cognitive strategies is significant, negative, and indirect. The findings demonstrated that the direct effect of need for structure on mastery and performance-approach goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was respectively negative and positive, both significant. The direct effect of need for certainty on performance-avoidance goals was not significant. The effect of each of the achievement goals on shallow and deep cognitive strategies was different. https://sc.journals.pnu.ac.ir/article_2908_8e21a7540224c9949be2c7c0bc10a412.pdf