Dataset Information

Time flies, but you're in control: the mediating effect of self-control between time attitude and academic procrastination.

ABSTRACT:

Background

Academic procrastination has become an increasing concern in the educational sector. Prior studies identified various correlations among academic procrastination, time attitude and self-control. Nevertheless, few studies have examined the past time attitude and the mechanism underlying those relationships, and the existing studies have been implemented during regular school time. To fill those gaps, the present study includes all three dimensions of time attitude (past-oriented, present-oriented and future-oriented in both positive and negative perspectives), and proposes self-control as a mediator between academic procrastination and time attitude. The study was carried out during an extraordinary winter holiday in China, with final exams waiting at the end of the holiday.

Methods

A total of 323 middle school students in China (178 girls and 145 boys, 12-19 years old) completed an online survey with questions on their academic procrastination, time attitude and self-control. The collected data were analyzed using IBM SPSS Statistics 25 and Hayes SPSS macro PROCESS (Model 4).

Results

The results showed that academic procrastination was negatively associated with all three positive time attitudes and positively correlated with the present negative time attitude. Moreover, self-control significantly mediates the relationship between academic procrastination and all three positive time attitudes.

Conclusion

Based on these findings, self-control could be the underlying mechanism in the relationship between academic procrastination and time attitude. This study broadens the scope of relevant empirical research to the past time attitude, and determines the mechanism that underlies the association between academic procrastination and time attitude under a novel context. Further implications for teaching regulation and intervention are discussed.

SUBMITTER: Wang J

PROVIDER: S-EPMC10644531 | biostudies-literature | 2023 Nov

REPOSITORIES: biostudies-literature

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Publications

Time flies, but you're in control: the mediating effect of self-control between time attitude and academic procrastination.

Wang Juanjuan J Sun Yi Y

BMC psychology 20231113 1

<h4>Background</h4>Academic procrastination has become an increasing concern in the educational sector. Prior studies identified various correlations among academic procrastination, time attitude and self-control. Nevertheless, few studies have examined the past time attitude and the mechanism underlying those relationships, and the existing studies have been implemented during regular school time. To fill those gaps, the present study includes all three dimensions of time attitude (past-oriente ...[more]

PMID: 37957748

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Project description:PurposeThe present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers' academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative.Research design/methodBy employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%.Data analysis & study resultsThe gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers' academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students.FindingsFindings of the present study suggested that enhancing teachers' motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students' emotional and academic regulation to enhance learning outcomes.Practical implications and recommendationsBased on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students' emotional and self-regulatory needs for better academic outcomes.

Project description:ObjectiveAcademic stressors among adolescents, strongly associated with emotional disturbance, increase the chance of psychiatric problems, and their severity increases over time when emotional and educational issues remain unresolved. The present study is designed to investigate the impact of cognitive behavioural therapy (CBT) on procrastination, burnout, self-handicapping behaviour, test anxiety, and school functioning among adolescents facing academic problems.Materials and methodsA total of 200 adolescents were enrolled for eligibility assessment; 129 participants met the eligibility criteria, and they were allocated to the experimental and waitlist control conditions. After the baseline assessment, participants were involved in the treatment condition, and after 6-8 follow-up sessions, they were referred for the post-assessment. We used different assessment measures to assess the outcome, i.e. General Procrastination Scale (GPS), Maslach Burnout Inventory-Student Survey (MBI-SS), Self-handicapping Scale (SHS), Test Anxiety Inventory (TAI), and Living up to Parental Expectation Scale (LPES). Repeated measures ANOVA was used to analyze the results.ResultsThe current RCT findings suggest that CBT was found an effective treatment condition to address the emotional problems among adolescents. CBT significantly reduced the degree of procrastination {F (1, 63) = 25.01, p < .000, η2 = 0.29} academic burnout {F (1, 63) = 11.08, p < .000, η2 = 0.16}, test anxiety {F(1, 63) = 88.17, p < .000, η2 = 0.59}, and self-handicapping {F (3, 56) = 10.17, p < .000, η2 = 0.16} among adolescents. CBT also significantly helped the students to manage parental unrealistic expectations through providing relationship skills and training {F (3,56) = 546.46, p < .001, η2 = 0.89). Further analysis reveals that counseling sessions substantially improved students' academic performance and students functioning at school in term of attendance and punctuality.ConclusionIt is concluded that CBT efficiently addressed emotional and academic problems (i.e. procrastination, burnout, test anxiety, and self-handicapping behavior), improved students' functioning at school (i.e. attendance & and academic grades), and guided the students to manage unrealistic parental expectations.

Project description:BackgroundHow to mobilize nurses students' learning initiative, reduce the incidence of academic procrastination, and improve their social adaptability is a key factor in lowering nursing brain drain and improving nursing quality.ObjectiveTo explore the mediating role of resilience in the correlation between social adaptability and academic procrastination of undergraduate nursing students.MethodsThis study is a cross-sectional survey. The researchers conducted an electronic questionnaire survey of 962 nursing undergraduates in Guanzhong District, Shaanxi Province from November 2022 to April 2023, and adopted the intention sampling method. And make the following assumptions: (1) There is a significant negative correlation between academic procrastination and social adaptability. (2) Academic procrastination can directly affect the social adaptability of undergraduate nursing students, and it has a significant negative predictive effect. (3) Resilience can directly affect academic procrastination and social adaptability. At the same time, resilience plays an intermediary role between the two. In this study, the Aitken procrastination scale, the resilience scale, and the social adaptability diagnostic scale were used to evaluate undergraduate nursing students. SPSS27.0 software is used to analyze the data statistically, and the Hayes PROCESS Macro method is used to test the model.ResultsThe study's findings are as follows: 1) Academic procrastination significantly and negatively impacts social adaptability (c = -0.292, t = -6.407, p < 0.001). 2) Even when accounting for resilience, academic procrastination still significantly predicts lower social adaptability (c'= -0.204, t = -4.338, p < 0.001). 3) The Bootstrap method test of percentile bias correction indicates that resilience serves as a significant mediator between academic procrastination and social adaptability. Bootstrap SE = 0.018, 95% CI = (-0.124, -0.055). The indirect effect contributes to 29.79% of the total effect.ConclusionResilience not only directly affects the academic procrastination and social adaptability of nursing students, but also partially intermediate the relationship between academic procrastination and social adaptability.

Dataset Information

Time flies, but you're in control: the mediating effect of self-control between time attitude and academic procrastination.

Background

Methods

Results

Conclusion

Publications

Time flies, but you're in control: the mediating effect of self-control between time attitude and academic procrastination.

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