An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance

An exploration into the influence of academic and social values, procrastination, and perceived... The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students’ first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness. In addition, the tendency to procrastinate had a direct negative relationship with self-regulatory self-efficacy and perceived school belongingness and was positively related to perceived stress near the end of the term. There was also a statistically significant negative total effect of procrastination on performance-approach and mastery-approach goal orientation and end-of-term grade point average (GPA). Statistically significant positive total effects of performance-approach and mastery-approach achievement goal orientations on GPA were found. However, while a statistically significant direct positive effect of performance-approach orientation on GPA was found, a direct relationship between mastery-approach orientation and GPA was not statistically significant. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Social Psychology of Education Springer Journals

An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance

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Publisher
Springer Journals
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Education; Education (general); Personality and Social Psychology; Sociology of Education
ISSN
1381-2890
eISSN
1573-1928
D.O.I.
10.1007/s11218-013-9220-z
Publisher site
See Article on Publisher Site

Abstract

The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students’ first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness. In addition, the tendency to procrastinate had a direct negative relationship with self-regulatory self-efficacy and perceived school belongingness and was positively related to perceived stress near the end of the term. There was also a statistically significant negative total effect of procrastination on performance-approach and mastery-approach goal orientation and end-of-term grade point average (GPA). Statistically significant positive total effects of performance-approach and mastery-approach achievement goal orientations on GPA were found. However, while a statistically significant direct positive effect of performance-approach orientation on GPA was found, a direct relationship between mastery-approach orientation and GPA was not statistically significant.

Journal

Social Psychology of EducationSpringer Journals

Published: May 4, 2013

References

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