Parenting Styles and Academic Procrastination

Zakeri, Hamidreza; Esfahani, Behnaz Nikkar; Razmjoee, Maryam

doi:10.1016/j.sbspro.2013.06.509

Cited by 52 publications

(45 citation statements)

References 7 publications

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“…Correlational analysis revealed that early maladaptive schemas, negative perfectionism were positively related to academic procrastination. These results are consistent with previous studies that conducted on the relationships between early maladaptive schemas, negative perfectionism, and academic procrastination (Renner, lobbestael, Peeters, Arntz, & Huibers, 2012;Mojallal, Khosrojavid, Pakzad, & Ghanbari, 2014;Zakeri, Esfahani, & Razmjoee, 2013;Zakeri, Esfahani, & Razmjoee, 2013;Jadidi, Mohammadkhani, & Tajrishi, 2011). These relationships can be explained as follows: early maladaptive schemas can have a positive impact on the academic procrastination of individuals; the perfectionism of personal achievement will affect the level of individual academic procrastination, that is, higher negative perfectionism will lead to higher individual academic procrastination.…”

Section: Discussionsupporting

confidence: 92%

“…Parenting which experienced in early childhood can has effect on individuals' life. Pschyl, Coplan, and reid (2002) in a study showed that parenting style, self-worth, and gender can predict to the procrastination, a similar study showed that acceptance-involvement, and psychological autonomy-granting styles can negatively predict to the academic procrastination (Zakeri, Esfahani, & Razmjoee, 2013). Several studies have previously focus on psychological factors to investigating academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism

azhari¹

2017

IJPS

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Studies indicate that many students engage in procrastination, thus in this study the aim was to examine the structural relationship of early maladaptive schemas and academic procrastination with the mediating role of the perfectionism in students. The participants included 281 high school students (143 male, 138 female) that were chose by multistage cluster sampling method. Solomon and Rothblum's academic procrastination scale with the Cronbach alpha coefficient 0.81 and Young early maladaptive schema questionnaire with the Cronbach alpha coefficient 0.93, and Positive and Negative Perfectionism questionnaire with the Cronbach alpha coefficient 0.86 were administered. Structural Equation Modeling (SEM) and Sobel tests were conducted to explore direct and indirect pathways of study's model respectively. Results showed that early maladaptive schemas and academic procrastination are antecedents and consequences of perfectionism in students respectively. The results indicated that perfectionism has a significant mediating role on the relationship between early maladaptive schemas and academic procrastination. The findings of this study could help school counselors, education psychologist, and teachers to reduce student's procrastination and academic problems.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism

azhari¹

2017

IJPS

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“…Kết quả nghiên cứu cho thấy trì hoãn có mối tương quan nghịch với độ tuổi (Steel, 2007) và không có sự khác biệt giữa hai giới tính (Pychyl, Coplan, & Reid, 2002;Uzun Ozer và c.s., 2014). Với cách tiếp cận của tâm lý học phát triển và tâm động học (Ferrari và c.s., 1995), một số nghiên cứu cũng cho thấy trì hoãn có liên quan tới kiểu cha mẹ (Pychyl và c.s., 2002;Zakeri, Esfahani, & Razmjoee, 2013). Chẳng hạn, một nghiên cứu cho thấy những phụ nữ có tính trì hoãn thường được nuôi dưỡng bởi người bố độc đoán và người mẹ thiếu quyết đoán (Ferrari & Olivette, 1994).…”

Section: Những Cách Tiếp Cận Khácunclassified

Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

Qn¹,

Tt²,

Mt³

et al. 2020

Preprint

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Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

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“…The internal ones are: (1) personality-related which includes negative self-image, avoidance, and perfectionism (Zeenath & Orcullo, 2012;Patrzek, Grunschel, & Fries, 2012;Procee, Kamphorst, Wissen, & John-Jules, 2013;Pychyl, Coplan, & Reid, 2002;Saleem & Rafique, 2012), (2) competence-related which covers lack of knowledge, regulation of low self-esteem, and lack of study skills, (3) affective which refers to anxiety, frustration, boredom, feelings of anxiety, shame, and guilt (Deniz, Traz, & Aydogen, 2009;Haghbin, Mccaffrey, & Phychyl, 2012;Vahedi, Farrokhi, Gahramani, & Issazadegan, 2012;Haycock, McCarthy, & Skay, 1998), (4) cognitive which concerns on fear, lack of internal motivation, and failure of self-regulation (Park & Sperling, 2012;Asri, 2015), (5) learning history which consists of behavioral learning and negative learning experience, (6) physical and mental health, (7) perception of the characteristics of academic assignments viewing the task as an enemy, or as difficulty, or otherwise it is perceived as important to work with (Procee et al, 2013), (8) lack of the scale of priorities, (9) poor time management skills, and (10) the selection of coping strategies used (Procee et al, 2013;Asikhia, 2010;Tsai, Shen, & Lee, 2011;Seperiah & Lotf, 2011). While the external ones cover school-related matters such as the quality of teachers, peer influences, and external conditions of the school (Zeenath & Orcullo, 2012;Patrzek et al, 2012) and the style of parenting (Pychyl et al, 2002;Zakeri, Esfahani, & Razmjoee, 2013;Vahedi & Mortazanajad 2009;Milgram & Toubiana, 1999).…”

Section: Introductionmentioning

confidence: 99%

The Academic Procrastination in Junior High School Students’ Mathematics Learning: A Qualitative Study

Asri¹,

Setyosari²,

Hitipeuw³

et al. 2017

IES

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Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research was conducted for more than five months. The research took place at six junior high schools in Madiun Regency. The research approach was a qualitative descriptive. The types of data sources were six mathematics teachers and six students, in-class mathematics learning activities, and documents. The data collection techniques were (1) questionnaire, (2) documentation, (3) passive role observation, and (3) in-depth interviews. The data were analyzed using an interactive model, which was implemented in two stages. They are at the time or during the course of data collection and after the data collection. The results of data analysis show that academic procrastination is caused by several factors. They are assumption that the tasks assigned are not important, too burdensome, and difficult to work, insufficient knowledge, too perfectionist, bad management of learning, lack of self-regulation, stress and fatigue, lack of social support, indiscipline teachers, and inconducive school culture. Academic procrastination, most importantly, leads to low learning achievement.

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Parenting Styles and Academic Procrastination

Cited by 52 publications

References 7 publications

Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism

Early Maladaptive Schemas and Academic Procrastination in Students: The Mediating Role of Perfectionism

The Academic Procrastination in Junior High School Students’ Mathematics Learning: A Qualitative Study

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