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We investigated basic need satisfaction and leadership self-efficacy as psychological antecedents of college students’ motivation to lead (MTL), while controlling for individual differences by gender and academic class. Preliminary analyses revealed significant gender differences with males scoring higher than females on calculative MTL and classification differences with seniors scoring higher on affective-identity MTL compared to less advanced students in college. When these demographic differences were controlled for, need satisfaction for competence was significantly associated with all 3 types of MTL through the mediation effect of leadership self-efficacy. Need satisfaction for relatedness was significantly associated with social-normative MTL and calculative MTL.

The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students

Procrastination is an educational concern for classroom instructors because of its negative psychological and academic impacts on students. However, the traditional view of procrastination as a unidimensional construct is insufficient in two regards. First, the construct needs to be viewed more broadly as time-related academic behavior, encompassing both procrastination and timely engagement. Secondly, the underlying motivation of these behaviors needs to be considered. Therefore, we developed and validated a 2×2 model of time-related academic behavior. The results of a confirmatory factor analysis supported a four-factor structure, and correlation with a unidimensional measure of procrastination also supported this model. Furthermore, the 2×2 model demonstrated significantly better fit to the data than potentially competing models. Structural equation modeling with achievement goals revealed that the 2×2 model unveiled relationships previously obscured in the traditional model, including that procrastination appeared to be used as a performance-enhancing strategy, while timely engagement was used to enhance mastery. The theoretical and practical implications of these new relationships are discussed.