1 Introduction</h5> Researchers have established a positive relationship between controlling parenting styles and child anxiety ( McLeod, Wood, & Weisz, 2007; Niditch & Varela, 2012 ). Investigating the correlates of academic anxiety in particular, Putwain, Woods, and Symes (2010) found a positive association between parental pressure and test anxiety in high-school students, and Greenberger, Lessard, Chen, and Farruggia (2008) found an inverse relationship between parental warmth and achievement anxiety among college students. Together, the preceding research demonstrated a link between perceived parenting practices and anxiety in childhood, adolescence, and emerging adulthood. Researchers have also identified a positive association between academic procrastination and test anxiety ( Onwuegbuzie, 2004; Rothblum, Solomon, & Murakami, 1986 ) as well as a positive relationship between maladaptive perfectionism and test anxiety among undergraduates ( Eum & Rice, 2011; Stöeber, Feast, & Hayward, 2009 ). Examining the debilitating effects of both procrastination and perfectionism, Rice, Richardson, and Clark (2012) found that they predicted psychological distress in college students. Thus far, researchers have not examined academic procrastination and maladaptive perfectionism in relation to either parenting styles or test anxiety. Addressing this gap in the literature, we examined academic procrastination and maladaptive perfectionism as concurrent mediators of
Learning and Individual Differences – Elsevier
Published: Aug 1, 2014
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