This study explores the role of the motivational self-regulation in academic procrastination under the personality framework. Therefore, the aims of the study were to investigate: (a) the role of personality dimensions in the self-regulation of motivation; (b) the role of self-regulation of motivation in procrastination; and (c) the mediating role of the self-regulation of motivation. The participants were 274 university students (M ¼ 21 years). The Big Five traits explained from 6% to 17% variance of the individual motivational regulation strategies (MRSs). Both personality (conscientiousness) and the MRS (environmental control) were significant predictors of academic procrastination. Conscientiousness, agreeableness, and intellect showed an indirect effect on reducing academic procrastination, mediated through the strategy of environmental control, thus additionally suggesting the important role of this motivational strategy. Since this strategy can be taught, these findings have a strong practical value.

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The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

Cilj ovog istraživanja bio je ispitati motivacijska uvjerenja vezana uz učenje matematike kod učenika viših razreda osnovne škole u skladu s postavkama teorije očekivanja i vrijednosti. Pritom smo željeli utvrditi kakva je struktura motivacijskih uvjerenja u matematici te ispitati u kolikoj su mjeri motivacijska uvjerenja povezana s obrazovnim ishodima: postignućem, spremnošću za daljnje bavljenje matematikom te strahom od matematike. Sudionici su bili 387 učenika petog, šestog, sedmog i osmog razreda dviju zagrebačkih osnovnih škola. Oni su ispunili skale za mjerenje očekivanja i vrijednosti učenika, ciljeva postignuća i straha od matematike. Prikupljeni su i osnovni demografski podaci o sudionicima te podaci o prethodnom i aktualnom postignuću u matematici, kao i procjena spremnosti učenika da se dalje bave matematikom. Rezultati konfirmatorne faktorske analize jasno podržavaju strukturu motivacijskih uvjerenja kakvu pretpostavlja teorija očekivanja i vrijednosti. Kao značajna motivacijska uvjerenja izdvajaju se očeki-vanja uspjeha te tri komponente procjene vrijednosti (interes, korisnost, važnost). Hijerarhijske regresijske analize pokazale su da su, uz ciljeve postignuća, očekivanja i vrijednosti iz matematike važni prediktori postignuća u matematici, spremnosti na učenje matematike te straha od matematike, čak i kad se kontrolira prethodno postignuće.

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