Procrastination and the 2 × 2 Achievement Goal Framework in Malaysian Undergraduate Students

Abstract

The present study investigated academic procrastination in the context of the 2 × 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and performance goal orientations were found to be positively correlated with procrastination, but the avoidance dimensions of the mastery and performance goal orientations were not associated with procrastination. In regression analyses, mastery approach was the strongest predictor of procrastination, suppressing the effect of performance approach. The results suggest that the Western values underlying the achievement goals portrayed by the goal achievement model may not accurately reflect the motivations that are intrinsic to non-Western individuals. Further research is required to either validate such a tool in non-Western cultures or, alternatively, investigate alternative factors that may potentially influence procrastination within this demographic. C 2014 Wiley Periodicals, Inc.

Psychometric Properties of Achievement Goal Constructs for Chinese Students

“…Moreover, a study using an American college students sample found that the 2 × 2 achievement goal model had a better fitting effect than the other three-or two-factor structures (Elliot and McGregor, 2001;Elliot and Murayama, 2008). The 2 × 2 achievement goal model was also found to have a better dimensional structure in Taiwan (Chiang et al, 2011) and Malaysia (Ganesan et al, 2014). Furthermore, found that the achievement motivation model could be applied to students from different cultural backgrounds in the comparative analysis of students from Japan and Canada.…”

The Fourth Dimension of Happiness and Work Satisfaction

“…The nature of achievement motivation is strongly reflective of the cultural value and ethos of Western culture (Ganesan, Mamat, Mellor, Rizzuto, & Kolar, 2014). In Western culture, there is a premium on individualism, which can be described as the attitude of independence of the person who feels a large degree of freedom in the conduct of his personal life, an importance manifested such that individualism may motivate personal accomplishment and self-expression (Miroshnik, 2002).…”

How self-regulated learning strategies interfere between metacognitions and decisional procrastination

“…Interventions designed to reduce the positive metacognitive beliefs about procrastination would help students to set reasonable expectations about the effort needed to complete a task. One possible suggestion could be teaching students to set specific proximal goals to their academic goals (Ganesan, Mamat, Mellor, Rizzuto, & Kolar, 2014). A second intervention should concern the significance given by students to their academic choice: if their degree course is not seen as relevant to their life goals and attitudes, then it will be a lack of reasons to take responsibility for learning and successfully manage study activities (Grunschel, Patrzek, & Fries, 2013;Sorić & Palekčić, 2009).…”