Academic procrastination is a common phenomenon in students that can have a negative impact on effective learning, academic achievement, self-esteem, and quality of life. This study examined the associations among the two dimensions of perfectionism (personal standards perfectionism and evaluative concerns perfectionism), academic hardiness, and academic procrastination, as well as the moderating role of academic hardiness in the relationship between the two dimensions of perfectionism and academic procrastination. Participants of this study included 410 high school students in grades 9 to 12 from six schools in Tehran, Iran who completed the Almost Perfect Scale-Revised, the Academic Hardiness Scale, and the Procrastination Assessment Scale. The results indicated that personal standards perfectionism and academic hardiness had negative relationships with academic procrastination, whereas evaluative concerns perfectionism had a positive relationship with academic procrastination. Interaction-moderation analysis demonstrated that academic hardiness only played a buffering role in the relationship between evaluative concerns perfectionism and academic procrastination. The results of this study elucidate the experience of academic procrastination in students and highlight the role of academic hardiness and personal standards perfectionism. Implications for educators and psychologists are discussed.

学术拖延是学生的普遍现象，可能对有效学习，学习成绩，自尊和生活质量产生负面影响。这项研究研究了完美主义两个方面（个人标准的完美主义和评估关注完美主义），学术上的坚强度和学术拖延之间的联系，以及学术上的坚韧性在完美主义和学术上的拖延两个维度之间的关系中的调节作用。这项研究的参与者包括来自伊朗德黑兰六所学校的410名9至12年级的高中学生，他们完成了“几乎完美的修订量表”，“学习困难量表”和“拖延评估量表”。结果表明，个人标准的完美主义和学习耐性与学术拖延有负相关关系，而评估关注的完美主义与学术拖延有正相关关系。交互作用-适度分析表明，学业上的耐性仅在评估关注完美主义和学业拖延之间的关系中起到缓冲作用。这项研究的结果阐明了学生学习拖延的经历，并强调了学习耐心和个人标准完善主义的作用。讨论了对教育者和心理学家的影响。交互作用-适度分析表明，学业上的耐性仅在评估关注完美主义和学业拖延之间的关系中起到缓冲作用。这项研究的结果阐明了学生学习拖延的经历，并强调了学习耐心和个人标准完善主义的作用。讨论了对教育者和心理学家的影响。交互作用-适度分析表明，学业上的耐性仅在评估关注完美主义和学业拖延之间的关系中起到缓冲作用。这项研究的结果阐明了学生学习拖延的经历，并强调了学习耐心和个人标准完善主义的作用。讨论了对教育者和心理学家的影响。