Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self-efficacy for self-regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self-efficacy for self-regulated learning.a pps_394 361..379On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associé à la procrastination étant l'auto-efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1°cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est-à-dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto-efficience pour l'apprentissage autorégulé.

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This paper focused on the efficacy of Singapore teachers who teach low achieving adolescent students. Three dimensions of self-reported teacher efficacyinstructional strategies, classroom management, and student engagement-were examined in relation to teacher attributes and the teacher-student relationship. Data were obtained from the Teacher Self-Efficacy Scale Tschannen-Moran and Woolfolk Hoy (Teaching and Teacher Education 17: 2001) and the Teacher-Student Relationship Scale Ang (The Journal of Experimental Education 74: [55][56][57][58][59][60][61][62][63][64][65][66][67][68][69][70][71][72][73] 2005). Significant differences between novice teachers and experienced teachers emerged in teacher efficacy beliefs in relation to instructional strategies, classroom management, and student engagement. Conflict in teacher-student relationship was found to predict teacher efficacy for teachers of low achieving students. Implications for teachers' professional development were discussed.Keywords Teacher efficacy . Teacher-student relationship . Low achieving students Teacher efficacy is an important attribute of effective teachers that has been widely researched in the last thirty years. Much has been written about the different facets of teacher efficacy and its impact not only on student outcomes but also on teachers' professional development. A strong sense of teacher efficacy is hypothesized to provide teachers with the continuing motivation and dynamism that are crucial to a

In this study, we explore academic procrastination and associated motivation variables in 612 adolescents from Canada and Singapore. Few studies have explored adolescent procrastination and no previous studies have investigated adolescent procrastination using a cross-cultural framework. Singaporean adolescents reported higher levels of procrastination and lower levels of self-efficacy for self-regulation than Canadian adolescents. Males across settings reported higher levels of procrastination and lower levels of self-efficacy for self-regulation than females. Bivariate relationships between procrastination and the motivation variables showed similar patterns in Singapore and Canada. Multigroup structural equation modeling revealed that self-efficacy for self-regulation showed the strongest multivariate relationship with JOURNAL OF RESEARCH ON ADOLESCENCE, 19(4), 799-811 r procrastination for adolescents in both settings. The article concludes with implications for practitioners and researchers.

We provide further evidence for the two‐factor structure of the 9‐item Academic Expectations Stress Inventory (AESI) using confirmatory factor analysis on a sample of 289 Canadian adolescents and 310 Singaporean adolescents. Examination of measurement invariance tests the assumption that the model underlying a set of scores is directly comparable across groups. This study also examined the cross‐cultural validity of the AESI using multigroup confirmatory factor analysis across both the Canadian and Singaporean adolescent samples. The results suggested cross‐cultural invariance of form, factor loadings, and factor variances and covariances of the AESI across both samples. Evidence of AESI's convergent and discriminant validity was also reported. Findings from t‐tests revealed that Singaporean adolescents reported a significantly higher level of academic stress arising from self expectations, other expectations, and overall academic stress, compared to Canadian adolescents. Also, a larger cross‐cultural effect was associated with academic stress arising from other expectations compared with academic stress arising from self expectations.