Effective connectivity of the large-scale brain networks for procrastination: A Granger causality analysis

Chen, Zhiyi; Su, Ti; Zhang, Rong; Xu, Ting; Zhou, Fan; Yang, Yaqi; Feng, Tingyong

doi:10.1360/ssv-2019-0076

Cited by 2 publications

(1 citation statement)

References 31 publications

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“… 88 , 89 In fact, stronger negative emotions may result in more severe procrastination behavior. 90 Furthermore, some in-depth studies have proposed the mechanisms through which negative emotions such as anxiety 39 , stress, 41 and depression 40 influence academic procrastination. They have found a positive correlation between these negative emotions and academic procrastination.…”

Section: Discussionmentioning

confidence: 99%

Undergraduates’ Negative Emotion and Academic Procrastination During COVID-19: Life Autonomy as a Mediator and Sense of School Belonging as a Moderator

Tian,

Liu,

Xiao

et al. 2023

PRBM

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This study aims to investigate the impact of COVID-19 on undergraduate students' academic procrastination and negative emotions. It seeks to examine the relationship between negative affect and academic procrastination among university students, considering the mediating role of life autonomy and the moderating effect of a sense of school belonging. Methods:The study sample consisted of 776 university students from the Guangxi Zhuang Autonomous Region, China. Data collection involved the use of the Negative Affect Scale, Academic Procrastination Scale, Life Autonomy Scale, and Sense of School Belonging Scale. SPSS version 26.0 and PROCESS V3.5 80 to conduct relationship analysis, test the mediation model (model 4) and the moderated mediating model (model 7). Results: The findings revealed significant relationships among the variables. Negative emotions were negatively related with life autonomy and sense of school belonging, and positively related with academic procrastination. Academic procrastination showed a negative correlation with both life autonomy and sense of school belonging. Sense of school belonging exhibited a positive relationship with life autonomy. The study also identified life autonomy as a mediator in the relationship between negative emotions and academic procrastination. Additionally, the sense of school belonging moderated the initial segment of the negative emotion-life autonomy-academic procrastination pathway. Discussion: This study contributes to a better understanding of the association between negative affect and academic procrastination. It highlights that negative emotions have a direct and indirect influence on academic procrastination through the mediating role of life autonomy. Moreover, the moderating role of sense of school belonging suggests that the relationship between negative affect and life autonomy is stronger when the sense of school belonging is weaker.

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