FindTrial
Sign In

How beliefs affect our tendency to delay school tasks.

Relationship Between Implicit Theories of Intelligence and Academic Procrastination Among School Students

Status
Active, not recruiting
Phases
Phase 2
Study type
Observational
Source
CTRI
Registry ID
CTRI/2018/03/012903
Enrollment
157
Registered
2018-03-27
Start date
Unknown
Completion date
Unknown
Last updated
2021-11-24

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Interventions

None listed

Sponsors

Department of clinical psychology
Lead Sponsor

Eligibility

Inclusion criteria

Inclusion criteria: 1. School Students from Jorhat, Assam 2. Participants who consent to participate in the study 3. Read & Write in English

Exclusion criteria

Exclusion criteria: 1. Individuals having neurological/neuro-developmental disorder 2. Presence of physical impairment

Design outcomes

Primary

MeasureTime frame
Implicit Theories of Intelligence scale- High score means incremental mindset Academic Procrastination Scale- score more than 88 means academic procrastinationTimepoint: Single Time Point—

Secondary

MeasureTime frame
1. To examine the association between implicit theories of intelligence and academic procrastination amongst school students. 2. To examine the gender differences between implicit theories of intelligence and academic procrastination amongst school students.Timepoint: single contact point cross sectional study (november 2017- March 2018)—

Countries

India

Contacts

Public ContactMs Indu Toby

School of Allied Health Sciences, Manipal University

indu.toby@manipal.edu

Outcome results

None listed

Source: CTRI (via WHO ICTRP) · Data processed: Feb 4, 2026