Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Abstract

The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

“…Findings of this current study are in line with the findings of the previous studies, which reported that students who believe that they were helpless tend to develop academic procrastination behavior (Duru & Balkis, 2017;Johnson & Bloom, 1995;Park & Sperling, 2012). Among this type of procrastinators, academic tasks are perceived to be overwhelmingly uncontrollable and threatening, up to the point where they believe paying adequate effort to finish them on time is pointless (Carden, Bryant, & Moss, 2004).…”

“…Studies over decades indicated that academic procrastination can be triggerred internally (by the procrastinators themselves) or externally (by the social environment of the procrstinators). Variables such as laziness, stress and motivation (He, 2017), as well as self- (Klassen, Krawchuk, & Rajani, 2008;Rakes & Dunn, 2010), self-esteem (Duru & Balkis, 2017), self-determined motivation (Rakes & Dunn, 2010), and self-efficacy (Klassen et al, 2008;Steel, 2010) have been reported to be the internal factors of procrastination. Factors such as negative evaluation from others (Saddler & Buley, 1999), and peer influence (Chen, Shi, & Wang, 2016) are the examples of external factors of academic procrastination.…”

“…The way learned helplessness predicts academic procrastination was reported in some studies in different dynamics. One of them suggested that procrastination acts as a selfhandicapping strategies (Park & Sperling, 2012) or incubator for learned helplessness in some way (Duru & Balkis, 2017); they procrastinate to confirm that they cannot finish their tasks without any help. In this case, procrastinators have learned that they do not have enough competence to finish the task on time, and keep delaying the work in order to be self-assured that they are incompetent, hence it is acceptable to feel helpless.…”

“…Other studies reported that procrastinators who learned that they are helpless tend to reflect their task-competency to selfworth (Burka & Yuen, 2008), which means that making errors in task completion will hurt their pride. Therefore, they avoid doing the task because they perceive that their self-worth or pride will be at stake when they make any error (Duru & Balkis, 2017). In other words, they keep delaying the work due to the fear of making errors; procrastination serves as a defense mechanism to protect their self-worth.…”

Üniversite Öğrencilerinde Duygusal Zekâ ile Okul Doyumu İlişkisinde Akademik Mükemmeliyetçilik ve Ertelemenin Sıralı Aracılığı

“…Dahası bireylerin akademik ertelemeleri arttıkça görevleri yerine getirmede isteksizlik ve sorumluluktan kaçma söz konusu olabileceği için, arkadaş ve öğretmenleri ile de ilişkilerinden sorunlar yaşayabilecek, akademik başarıları düşebilecek dolayısıyla okuldan daha az doyum elde edebileceklerdir. Araştırmanın akademik ertelemenin okul doyumunu negatif yönde yordadığına ilişkin bu bulgusu, alan yazındaki araştırmalar ile de desteklenmektedir (Balkıs, 2013;Chow, 2011;Duru ve Balkıs, 2017).…”