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Albulescu I, Labar AV, Manea AD, Stan C. The mediating role of cognitive test anxiety on the relationship between academic procrastination and subjective wellbeing and academic performance. Front Public Health 2024; 12:1336002. [PMID: 38919925 PMCID: PMC11196964 DOI: 10.3389/fpubh.2024.1336002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 05/27/2024] [Indexed: 06/27/2024] Open
Abstract
Background Promoting wellness as a predictor of sustainable development empowers schools to model healthy behavior. The multiple interactions in real and virtual environments that today's youth are subjected to force schools to explore effective educational strategies to provide a quality education for students and their families. Purpose This study examines the relationship between academic procrastination, assessment anxiety, subjective wellbeing, and academic performance. Methods A convenience sample of 322 undergraduate students () was used, and questionnaires were administered to students measuring academic procrastination, cognitive test anxiety, and subjective wellbeing. For the same target group, the level of academic performance was identified using personal reports. The questionnaires were administered between May and June 2023 in an online format. For the data analysis, we applied correlational analysis and path analysis using. Results Both test anxiety and academic procrastination negatively correlate with performance and subjective wellbeing, leading to decreased performance and subjective wellbeing. Procrastination correlates positively with test anxiety. Cognitive test anxiety partially mediated the relationship between academic procrastination and subjective wellbeing and fully mediated the relationship between academic procrastination and academic performance. Thus, high procrastination leads to decreased performance and subjective wellbeing both directly and indirectly through increased test anxiety, leading to decreased performance and subjective wellbeing. Significance/discussions As a result of theoretical and practical investigations, it emerges that joint action of educational actors is required in the generation of effective educational strategies for the prevention and control of procrastination and evaluation anxiety, given the fact that both a high level of procrastination as well as assessment anxiety led to the decrease of students' wellbeing, to the registration of low academic performances. In the long term, disruptive behavior (procrastination and anxious behavior) could generate low social and professional performance, which is a research question for a future longitudinal study.
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Affiliation(s)
- Ion Albulescu
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
| | - Adrian-Vicenţiu Labar
- Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iaşi, Iaşi, Romania
| | - Adriana-Denisa Manea
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
| | - Cristian Stan
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
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Zhou Y, Cao C, Liu L, Liu Z, Liu J. Academic procrastination of nursing students in higher vocational college: Application of latent profile analysis and network analysis. Acta Psychol (Amst) 2024; 246:104296. [PMID: 38692067 DOI: 10.1016/j.actpsy.2024.104296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 04/24/2024] [Accepted: 04/25/2024] [Indexed: 05/03/2024] Open
Abstract
BACKGROUND Academic procrastination is especially prevalent among nursing students in higher vocational colleges and it is considered an important factor of poor academic performance. However, existing research mainly focused on the overall level of academic procrastination, and little is known about the individual heterogeneity of academic procrastination among nursing students in higher vocational colleges. Thus, the aim of this study was to clarify the subgroups and factors of academic procrastination among nursing students in higher vocational college and explore academic procrastination networks of the latent subgroups. METHODS A cross-sectional study with online survey. 1369 nursing students in one higher vocational college were recruited using convenience sampling. Participants completed electronic questionnaires that collected demographic and academic characteristics, perceived stress, and academic procrastination. Latent profile analysis, multinomial logistic regression analysis, and network analysis were performed to analyze the data. RESULTS Three latent profiles of academic procrastination were identified: low (32.4 %), medium (53.3 %), and high (14.3 %). Higher vocational college nursing students who have reset an exam, low professional identity, and perceived more stress are more likely to have higher academic procrastination than other profiles. Network analysis showed that academic procrastination networks structure of the three latent profiles had distinct central components. For the low academic procrastination group, AP11 ("I make study plans, but I often fail to stick to them") and AP12 ("If there is no external pressure, I tend to postpone assignments or reports with deadlines") were the core components. For the medium academic procrastination group, AP17 ("I always wait until I can't postpone my academic tasks any longer before starting them") and AP16 ("I always tend to postpone on assignments or other academic tasks") were the central components. For the high academic procrastination group, AP16 and AP7 ("When studying in my dorm room, I often stop to do other things") were the essential components. CONCLUSIONS There is heterogeneity in higher vocational college nursing students' academic procrastination that can be classified into three latent profiles. The examined factors of academic procrastination and identified the central components of academic procrastination networks of the three latent profiles help nurse educators tailor targeted interventions.
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Affiliation(s)
- Yi Zhou
- School of Nursing, Zhejiang Chinese Medical University, 548 Binwen Road, Binjiang District, Hangzhou, Zhejiang 310053, China
| | - Congjie Cao
- Nursing Department, Langfang Health Vocational College, Siguang Road, Guangyang District, Langfang, Hebei 065000, China.
| | - Lihong Liu
- Nursing Department, Langfang Health Vocational College, Siguang Road, Guangyang District, Langfang, Hebei 065000, China
| | - Zhaohua Liu
- Nursing Department, Langfang Health Vocational College, Siguang Road, Guangyang District, Langfang, Hebei 065000, China
| | - Jia Liu
- Nursing Department, Langfang Health Vocational College, Siguang Road, Guangyang District, Langfang, Hebei 065000, China
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Balkis M, Duru E. Gender Differences in Procrastination and Subjective Well-Being: A Cross-Sectional Study Among Students and Non-Students. Psychol Rep 2024:332941241253588. [PMID: 38739844 DOI: 10.1177/00332941241253588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/16/2024]
Abstract
This study aims to examine gender differences in the relationship between procrastination and subjective well-being in a sample of 1052 individuals. Including both students and non-students. The participants, 56.7% were women (Mean = 24.83, Standard Deviation = 6.01, range = 18-56) and 43.3% were men (Mean = 25.01, Standard Deviation = 6.91, range = 18-59), completed assessments covering procrastination, positive affect, negative affect, and life satisfaction. The data were analyzed using one-way ANOVA and structural equation modeling. The current findings suggest that men, compared with women, reported higher levels of procrastination, positive affect, and subjective well-being and lower levels of negative affect. The results suggest that procrastination has a greater impact on the subjective well-being of men, especially among non-student males. These findings contribute to the understanding of gender differences in the relationship between procrastination and subjective well-being, emphasizing the need for further research.
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Affiliation(s)
- Murat Balkis
- Department of Psychological Counseling and Guidance, Pamukkale University, Denizli, Turkey
| | - Erdinç Duru
- Department of Psychological Counseling and Guidance, Pamukkale University, Denizli, Turkey
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Sayed SH. The mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes: Conditional indirect effect of gender. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:123. [PMID: 38784288 PMCID: PMC11114479 DOI: 10.4103/jehp.jehp_965_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 09/04/2023] [Indexed: 05/25/2024]
Abstract
BACKGROUND The role of emotional intelligence and learning motivation in shaping university students' academic outcomes has received greater attention, especially during the modernization era. Thus, this study investigates the mediating role of emotional intelligence in the relationship between learning motivation and academic outcomes while examining the gender-conditional indirect effect. MATERIALS AND METHODS A cross-sectional study was conducted in four randomly chosen cities in Saudi Arabia (Riyadh, Jeddah, Hail, and Yanbu), where 400 health science students were conveniently selected using equal allocation (100 students/campus). A digital survey was used for data collection (April-May 2022) containing three sections: Personal Characteristics and Academic Outcomes, Modified Schutte Self-Report Inventory, and Academic Motivation Scale. RESULTS Emotional intelligence positively correlated with learning motivation (r = 0.525, P < 0.001) and academic outcomes (r = 0.153, P < 0.001), where academic outcomes had a weak positive correlation with learning motivation (r = 0.115, P = 0.014). Mediation analysis confirmed that emotional intelligence fully mediates the relationship between learning motivation and academic outcomes with an insignificant direct effect of learning motivation on academic outcomes [(β =0.049, P = 0.573), 95% CI (-0.059, 0.144)]. The conditional indirect effect of gender significantly moderated 16.1% of the mediating effect of emotional intelligence [(β =0.161, P = 0.005), 95% CI (0.035, 0.273)]. The significant indirect effect was proved for the male gender only [(β = 0.157, P = 0.004), 95% CI (0.072, 0.240)]. No significant gender differences concerning emotional intelligence (P = 0.534) and academic outcomes (P = 0.466) were detected. However, male students had significantly higher learning motivation than female students (P < 0.001). CONCLUSION Emotional intelligence completely mediates the relationship between learning motivation and outcomes with a stronger mediating effect for male students. Thus, policymakers must focus on improving the students' emotional intelligence skills to boost their learning motivation and academic outcomes.
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Affiliation(s)
- Samiha H. Sayed
- Department of Public Health, College of Health Sciences, Saudi Electronic University, Riyadh, Saudi Arabia
- Department of Community Health Nursing, Faculty of Nursing, Damanhour University, Damanhour, Egypt
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Zhang H, Xin Z, Wang Q, Li Q, Du J, Wang M. Proactive personality and academic procrastination in graduate students: Their chain-mediation by research self-efficacy and learning adaptability. JOURNAL OF PSYCHOLOGY IN AFRICA 2023. [DOI: 10.1080/14330237.2023.2175991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Wang ZJ, Liu XN, He JJ, Wang YP, Zhao CX, Yang XJ, Yin HY, Cao DP, Zhang SE. Moderating Role of Peer Pressure and Positive Learning Environment Between Career Calling and Academic Procrastination in Chinese Medical Students During Controlled COVID-19 Pandemic: A Cross-Sectional Study. Psychol Res Behav Manag 2023; 16:927-938. [PMID: 36992981 PMCID: PMC10042170 DOI: 10.2147/prbm.s403219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 03/14/2023] [Indexed: 03/31/2023] Open
Abstract
Purpose The COVID-19 pandemic sets specific circumstances that may accelerate academic procrastination behavior of medical students. Career calling is a protective factor that fights against academic procrastination and may further improve medical students' mental health and academic achievement. This study aims to determine the status of Chinese medical students' academic procrastination during controlled COVID-19 pandemic. Moreover, the study investigates the relationships and mechanisms among career calling, peer pressure, a positive learning environment, and academic procrastination. Patients and Methods Data were collected from several Chinese medical universities through an anonymous cross-sectional survey of 3614 respondents (effective response rate = 60.0%). Using online questionnaires to collect the data and IBM SPSS Statistics 22.0 for statistical analysis. Results The average score of academic procrastination of Chinese medical students was 2.62±0.86. This study proved the usage of peer pressure and positive learning environment as moderating roles of relationship between career calling and academic procrastination. Career calling was negatively correlated with academic procrastination (r = -0.232, p < 0.01), while it was positively correlated with peer pressure (r = 0.390, p < 0.01) and a positive learning environment (r = 0.339, p < 0.01). Moreover, academic procrastination was negatively correlated with peer pressure (r = -0.279, p < 0.01) and a positive learning environment (r = -0.242, p < 0.01). Peer pressure was positively correlated with a positive learning environment (r = 0.637, p < 0.01). Conclusion The findings emphasize the importance of constructive peer pressure and a positive learning environment that discourages academic procrastination. Educators should highlight medical career calling education by offering related courses to fight against academic procrastination.
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Affiliation(s)
- Zi-Jiao Wang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Xiao-Ning Liu
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Jia-Jun He
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Yan-Ping Wang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Chen-Xi Zhao
- Academic Affairs Office, First Affiliated Hospital of Harbin Medical University, Harbin, People’s Republic of China
| | - Xiao-Jing Yang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
| | - Hong-Yan Yin
- Department of Humanities and Social Sciences, Harbin Medical University (Daqing), Daqing, Heilongjiang, People’s Republic of China
| | - De-Pin Cao
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
- Correspondence: De-Pin Cao; Shu-E Zhang, Department of Health Management, School of Health Management, Harbin Medical University, Harbin, 150081, People’s Republic of China, Tel +86 13351113008; +86 15104694354, Email ;
| | - Shu-E Zhang
- Department of Health Management, School of Health Management, Harbin Medical University, Harbin, People’s Republic of China
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Uziel L, Price M, Alquist JL. Desire for self-control and task performance: A plan is a key. Front Psychol 2022; 13:1011559. [PMID: 36329736 PMCID: PMC9623504 DOI: 10.3389/fpsyg.2022.1011559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Accepted: 09/27/2022] [Indexed: 11/13/2022] Open
Abstract
This research reports two studies testing whether implementation intentions can improve performance for people high in Desire for Self-Control (DSC). DSC reflects a wish to have more self-control and was previously found to be associated with impaired self-control performance. We hypothesized that implementation intentions could reverse the effect by providing clear guidance on how to handle self-control challenges. Two experiments (Ns = 175, 302) tested this hypothesis using different self-control tasks and manipulated and measured DSC. Results from both studies showed that DSC interacts with implementation intentions, such that among individuals high in DSC (but not among individuals low in DSC), implementation intentions were helpful in improving self-control performance. Implications, limitations, and future directions are discussed.
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Affiliation(s)
- Liad Uziel
- Department of Psychology, Bar-Ilan University, Ramat-Gan, Israel
- *Correspondence: Liad Uziel,
| | - Mindi Price
- Department of Psychological Sciences, Texas Tech University, Lubbock, TX, United States
| | - Jessica L. Alquist
- Department of Psychological Sciences, Texas Tech University, Lubbock, TX, United States
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Li X, Pu R, Phakdeephirot N. The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance. Front Psychol 2022; 13:972910. [PMID: 36275301 PMCID: PMC9582943 DOI: 10.3389/fpsyg.2022.972910] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Accepted: 09/20/2022] [Indexed: 11/23/2022] Open
Abstract
Employability of college students has been attached great importance by higher education institutions, employers, and governments because college graduates are the strategic human resource for the sustainable growth of universities, organizations, and countries across the world. It is also receiving growing attention from academic community. This study aimed to examine the psychological mechanism that impacts college students’ employability. It adopted an empirical approach by collecting data from 646 final-year students from 9 universities in the mainland of China. SPSS 25.0 was used for description, correlation, and regression analysis. AMOS 24.0 was utilized for path analysis. Model 6 Bootstrap method of PROCESS Version 3.5 was adopted for mediation analysis. The results showed that achievement motivation positively predicted self-efficacy, academic performance, and employability among undergraduates. Participants’ self-efficacy did not significantly impact their employability or play a mediating role in the relationship between achievement motivation and employability, while academic performance was a significant mediator of this association. Self-efficacy and academic performance served as chain mediators in the prediction of achievement motivation on college students’ employability. After controlling gender and family residence, achievement motivation still had significant and positive impact on employability of college students. This research made several noteworthy contributions to the existing studies on college students’ employability and provided insight for practitioners in strengthening their employability through these psychological constructs.
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Affiliation(s)
- Xiang Li
- Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand
- School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, Sichuan, China
- Xiang Li,
| | - Ruihui Pu
- Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand
- *Correspondence: Ruihui Pu,
| | - Nutteera Phakdeephirot
- Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand
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Vilca LW. The moderating role of sex in the relationship between executive functions and academic procrastination in undergraduate students. Front Psychol 2022; 13:928425. [PMID: 36072020 PMCID: PMC9444057 DOI: 10.3389/fpsyg.2022.928425] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Accepted: 07/29/2022] [Indexed: 12/04/2022] Open
Abstract
The objective of the study was to determine if sex plays a moderating role in the relationship between executive functions and academic procrastination in 106 university students of both genders (28.3% male and 71.7% female) between the ages of 18 and 30 years (M = 19.7; SD = 2.7). The Academic Procrastination Scale and the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were used to measure the variables. The results of the study showed that the degree of prediction of the tasks linked to the orbitomedial cortex (involves the orbitofrontal cortex [OFC] and the medial prefrontal cortex [mPFC]) on academic procrastination is significantly moderated by the sex of the university students (β3 = 0.53; p < 0.01). For men, the estimated effect of the tasks linked to the orbitomedial cortex on the degree of academic procrastination is −0.81. For women, the estimated effect of the tasks linked to the orbitomedial cortex on the degree of academic procrastination is −0.28. In addition, it was shown that sex does not play a moderating role in the relationship between the tasks linked to the dorsolateral prefrontal cortex (dlPFC) and academic procrastination (β3 = 0.12; p > 0.05). It was also determined that sex does not play a moderating role in the relationship between the tasks linked to the anterior prefrontal cortex (aPFC) and academic procrastination (β3 = 0.05; p > 0.05). It is concluded that only the executive functions associated with the orbitomedial cortex are moderated by the sex of the university students, where the impact of the tasks linked to the orbitomedial cortex on academic procrastination in men is significantly greater than in women.
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Safari Y, Yousefpoor N. The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study. JMIR MEDICAL EDUCATION 2022; 8:e32185. [PMID: 35900821 PMCID: PMC9377425 DOI: 10.2196/32185] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2021] [Revised: 01/27/2022] [Accepted: 03/01/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Academic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress. OBJECTIVE This study aimed to determine whether and to what extent academic procrastination could be predicted based on students' metacognitive beliefs. METHODS This descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs. RESULTS A significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=-0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the β value of 0.45 negatively and significantly predicted the students' academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the β value of .39 positively and significantly predicted the students' academic procrastination (P<.001). CONCLUSIONS Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested.
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Affiliation(s)
- Yahya Safari
- Department of General Paramedicine, School of Paramedical Sciences, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Nasrin Yousefpoor
- Department of General Paramedicine, School of Paramedical Sciences, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Wang Q, Xin Z, Zhang H, Du J, Wang M. The Effect of the Supervisor-Student Relationship on Academic Procrastination: The Chain-Mediating Role of Academic Self-Efficacy and Learning Adaptation. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052621. [PMID: 35270310 PMCID: PMC8909498 DOI: 10.3390/ijerph19052621] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 02/17/2022] [Accepted: 02/18/2022] [Indexed: 12/04/2022]
Abstract
This study used a sample of 818 postgraduate students across several universities in China, to explore the effect of the supervisor-student relationship on procrastination in postgraduates, and the mediating roles played by the postgraduates' academic self-efficacy and learning adaptation. The study employs multiple scales and finds that: (1) the relationship between postgraduates and their supervisors is significantly and negatively correlated with academic procrastination; (2) the academic self-efficacy of postgraduates plays an independent intermediary role in the connection between the supervisor-student relationship and academic procrastination; (3) the learning adaptation of postgraduates also plays an independent intermediary role in the connection between the supervisor-student relationship and academic procrastination; (4) the academic self-efficacy and learning adaptation of postgraduates shows a chain-mediating effect in the connection between the supervisor-student relationship and academic procrastination. Ultimately, the supervisor-student relationship is an important factor that can directly affect academic procrastination, even if postgraduate students display academic self-efficacy and learning adaptation.
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Affiliation(s)
- Qinglin Wang
- School of Psychology, Henan University, Kaifeng 475004, China; (Q.W.); (Z.X.); (H.Z.)
| | - Zhaoyang Xin
- School of Psychology, Henan University, Kaifeng 475004, China; (Q.W.); (Z.X.); (H.Z.)
| | - Hang Zhang
- School of Psychology, Henan University, Kaifeng 475004, China; (Q.W.); (Z.X.); (H.Z.)
| | - Jing Du
- Faculty of Education, Henan University, Kaifeng 475004, China;
| | - Minghui Wang
- School of Psychology, Henan University, Kaifeng 475004, China; (Q.W.); (Z.X.); (H.Z.)
- Correspondence:
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Mohammadi Bytamar J, Saed O, Khakpoor S. Emotion Regulation Difficulties and Academic Procrastination. Front Psychol 2020; 11:524588. [PMID: 33250800 PMCID: PMC7671960 DOI: 10.3389/fpsyg.2020.524588] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 10/05/2020] [Indexed: 11/23/2022] Open
Abstract
Objective and Background Academic procrastination as deliberate postponement of academic tasks, despite being aware of its consequences, is a common phenomenon among students. Current conceptualizations of procrastination support the rule of emotion regulation difficulties in the psychopathology of this phenomenon. In this regard, the current study is aimed to investigate the role of difficulty in emotion regulation in academic procrastination. Method The present study is a cross-sectional study. Participants were 250 students who completed Tuckman Procrastination Scale (TPS), and Difficulties in Emotion Regulation Scale (DERS). Result Correlation analyses showed that the TPS has a significant positive association on overall DERS and all but one of the six dimensions (DERS-Awareness) of emotion regulation difficulties (p < 0.01). This association remained significant after controlling for anxiety and depression. Further, the multivariate regression showed that the only DERS dimension that could predict TPS was DERS-Strategies. Finally, individuals with a high level of procrastination reported greater DERS scores than those with a lower level. Discussion Results indicate that difficulty in emotion regulation, especially the ones’ believe about his/her ability in regulating unpleasant emotions effectively, is important in procrastination. However, despite the limited association between DERS and TPS, the findings raise some potentially useful implications for procrastination studies and interventions.
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Affiliation(s)
- Jahangir Mohammadi Bytamar
- Department of Clinical Psychology, Faculty of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Omid Saed
- Department of Clinical Psychology, Faculty of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Sahel Khakpoor
- Department of Clinical Psychology, Faculty of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
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