The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity

Gareau, Alexandre; Chamandy, Melodie; Kljajić, Kristina; Gaudreau, Patrick

doi:10.1080/10615806.2018.1543763

Cited by 49 publications

(35 citation statements)

References 65 publications

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“…Using a scale from 1 (does not correspond at all) to 5 (corresponds totally), students rated the extent to which items corresponded to what they thought about or did that day while pursuing their academic goal. Previous studies with university students provided support for its reliability and factor structure (e.g., Chamandy & Gaudreau, 2019;Gareau et al, 2018). The current sample revealed acceptable reliability at the between and within level for both TOC (x = .96 and .94) and DOC (x = .85 and .83).…”

Section: Academic Coping (Daily)supporting

confidence: 63%

“…Coping, as a form of self-regulation under stress, relates to a myriad of consequential life outcomes (for a review, see Folkman & Moskowitz, 2004). In the context of education, the use of TOC and DOC have been, respectively, associated with many positive and negative outcomes (Amiot, Blanchard, & Gaudreau, 2008;Blouin-Hudon, Gaudreau, & Gareau, 2016;Gareau, Chamandy, Kljajic, & Gaudreau, 2018;Saklofske et al, 2012;Soucy Chartier, Gaudreau, & Fecteau, 2011). Essentially, TOC has been positively linked to academic achievement, goal progress, life satisfaction, increased self-determined motivation, well-being, and increased school satisfaction.…”

mentioning

confidence: 99%

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Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Boileau

Gaudreau

Gareau

et al. 2020

Brit J of Edu Psychol

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Background. Feelings of satisfaction fluctuate across time and situations, and focusing on within-person experiences opens up the door to a better understanding of the daily lives of university students. Aims. Our overarching goal was to situate academic satisfaction not only as a relatively enduring characteristic but also as a transient state that fluctuates across days in the lives of student. In the present study, we explored how optimism and pessimism related to inter-individual differences in academic satisfaction. We also investigated the association between coping and academic satisfaction at both the between-and within-person levels. Sample. A sample of 235 undergraduate students (M age = 19.14) participated in this study. Method. Students completed baseline measures of optimism and pessimism. They were then asked to complete daily-diary measures of academic coping strategies and academic satisfaction during six consecutive days. Results. At the between-person level, results from multilevel mediation analyses demonstrated that optimism was associated with greater academic satisfaction and that task-oriented coping was a significant mediator of this association. At the within-person level, our analyses revealed that the daily satisfaction of students varies according to the coping strategies used on those specific days. Almost half of the variance in academic satisfaction can be attributable to daily fluctuations. Conclusions. This source of within-person variance is non-negligible and supports the need to also conceive academic satisfaction as a question of when. These findings illustrate the importance of considering the role of personality and daily coping to better conceptualize and understand academic satisfaction of university students. Alternative ways of defining academic success have received growing theoretical and empirical attention in recent years (Anderman et al., 2015). Earning better grades across successive semesters (i.e., academic momentum; Martin, Wilson, Liem, & Ginns, 2013) and making progress in the pursuit of personal academic goals (Gaudreau, Carraro, & Miranda, 2012; Martin, 2015) can help understand why students with a similar grade point

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Section: Academic Coping (Daily)supporting

confidence: 63%

mentioning

confidence: 99%

Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Boileau

Gaudreau

Gareau

et al. 2020

Brit J of Edu Psychol

Self Cite

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“…Although academic achievement, academic procrastination and fear of negative evaluation levels have been the main subject of research (Balkıs, 2013;Balkıs and Erdinç, 2010;Birol and Günal, 2019;Çetin and Ceyhan, 2017;Gareau et al, 2019;Kurtovic, Vrdoljak and Idzanovic, 2019;Shokeen, 2018;Sop, 2020;Terzi, Uyangör and Dülker, 2017;Wu and Fan, 2017) for years, there have been no studies found that specifically examine medical students' academic achievement, academic procrastination and fear of negative evaluation, which indicates the significance of this study. This study aims to analyze the medical students' level of fear of negative evaluation, academic procrastination and academic achievement according to several variables.…”

Section: Introductionmentioning

confidence: 87%

“…In other words, when academic procrastination level increases, an individual's academic success decreases. Although the psychological processes by which procrastination affect students' academic achievement are mostly unknown, academic procrastination is not a desired behavior for optimal achievement (Gareau, Chamandy, Kljajic and Gaudreau, 2019). Kim and Seo (2015) state that academic achievement is negatively related to academic procrastination.…”

Section: Introductionmentioning

confidence: 99%

Tıp Fakültesi Öğrencilerinin Olumsuz Değerlendirilme Korku Düzeyleri, Akademik Erteleme Davranışları, Akademik Başarılarının İncelenmesi

Özdemir¹,

Korkmaz²,

Toraman³

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

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“…Recent studies have shown that procrastination is one of the most important challenges for students in universities and higher-education institutions [1][2][3][4][5][6]. Some researchers have reported a prevalence rate of 14-50% for procrastination among students [7,8].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Relationship of Test Anxiety and Time Management with Academic Procrastination in Students of Health Professions

Roshanisefat

Azizi

Khatony

2021

Education Research International

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Academic procrastination is a harmful phenomenon among students and has many negative consequences. The present study aimed to investigate the relationship of test anxiety and time management with academic procrastination in students of health professions. The population of this correlational study consisted of 281 Iranian students of health professions. The Tuckman Procrastination Scale, Time Management Scale, and Sarason’s Test Anxiety Scale were used to measure the variables. Pearson’s correlation and multivariate regression tests were also performed. The mean score of students’ academic procrastination was higher than the average level. A significantly negative correlation was found between time management and academic procrastination (r = −0.487, P ≤ 0.01). Additionally, there was a significantly positive correlation between test anxiety and academic procrastination (r = 0.443, P ≤ 0.01). The linear regression model indicated that independent predictors including time management and test anxiety accounted for 32.6% of the variation in academic procrastination (R2 = 32.6%). The findings of this study indicated that test anxiety and time management were associated with academic procrastination. Therefore, purposeful educational and psychological interventions are required to reduce academic procrastination in students.

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The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity

Cited by 49 publications

References 65 publications

Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Some days are more satisfying than others: A daily‐diary study on optimism, pessimism, coping, and academic satisfaction

Tıp Fakültesi Öğrencilerinin Olumsuz Değerlendirilme Korku Düzeyleri, Akademik Erteleme Davranışları, Akademik Başarılarının İncelenmesi

Investigating the Relationship of Test Anxiety and Time Management with Academic Procrastination in Students of Health Professions

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