Anxiety, Depression, and Procrastination Among Students: Rumination Plays a Larger Mediating Role than Worry

Constantin, Kaytlin; English, Megan M.; Mazmanian, Dwight

doi:10.1007/s10942-017-0271-5

Cited by 61 publications

(64 citation statements)

References 49 publications

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“…The outcomes of this research were the same as the results of Yilmaz (2017); Yurtseven and Akpur (2018); Legesse (2014). On the other hand, Constantin, English, & Mazmanian. (2018) found a small correlation between procrastination and worry.…”

Section: Discussionmentioning

confidence: 99%

Effect of Rumination and Worry, Test Anxiety, and Academic Procrastination on Academic Achievement of Pakistani University Students

Khan

Shah

Elahi

2019

GRR

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This study was performed to discover the influence of rumination and worry, test anxiety and procrastination on the educational attainment of the students of the university. The descriptive survey research method was used for conducting the research. The technique of stratified random sampling was used to select 400 students from the 7th and 8th semesters of fall, 2018 from four public sector universities of the Hazara Division. The ruminative responsive scale developed by Treynor, Gonzalez and Nolen-Hoeksema, (2003), Test anxiety developed by Nest and Diehl (1990), and Abu Ghazal (2012) scale of academic procrastination was adopted as data collection instruments. Regression analyses, coefficient of correlation, mean, and standard deviation was applied for the analysis of data. The results of the study found that test anxiety is greater among students of the university. It was established that rumination and worry, academic procrastination and test anxiety has a significant positive relationship among each other. Further, it was indicated that test anxiety and academic procrastination has significant impact on educational attainment.

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Section: Discussionmentioning

confidence: 99%

Effect of Rumination and Worry, Test Anxiety, and Academic Procrastination on Academic Achievement of Pakistani University Students

Khan

Shah

Elahi

2019

GRR

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“…Constant worrying and doubting (symptoms of anxiety) have a similar effect. Rumination (repetitive negative thoughts focused on the past) could explain relations between procrastination on the one hand, and both depression and anxiety on the other (Constantin et al, 2017). Tice et al (2001) suggest that, when affect regulation and impulse control are in conflict (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Negative affect can be both an antecedent and consequence of delaying the execution of a desired activity. In studies on student procrastination, those who procrastinate more tend to have a higher score on depression and both state and trait anxiety (Constantin, English & Mazmanian, 2017;Senecal et al, 1995;Stöber & Joormann, 2001;Van Eerde, 2003a;Watson, 2001). Although problematic levels of anxiety as an outcome define procrastination, procrastination is one way of temporarily evading anxiety.…”

Section: Introductionmentioning

confidence: 99%

“…However, when the anxiety later resurfaces, its level is compounded. Constantin et al (2017) found that rumination (negative, repetitive thoughts about the past) plays a key role in links between anxiety and depression on the one hand and procrastination on the other. Students with higher levels of depression and anxiety engage in dwelling more on negative feelings and self-relevant information from the past, which contributes to delaying tasks and responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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Procrastination: Relations with Mood, Self-Efficacy, Perceived Control and Task Demands

Šuvak-Martinović¹,

Zovko²

2017

Suvr psihol

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Procrastination is widely recognized as a motivational problem, but its nature is still not entirely understood, especially in the work domain. Procrastination in the execution of everyday work tasks could be motivated by both mood repair and predictor of poor mood. It could also be related to task characteristics, like averseness or demands. The aim of this study is to examine the relation between procrastination, levels of self-efficacy, perceived job demands and control, and symptoms of anxiety and depression. This study was conducted on a sample of 70 teaching assistants, the employees of a small university. The data was collected using Avoidance reactions to a deadline scale, DASS, Self-efficacy scale and Job demand-control scale. Correlation results indicated that self-efficacy and perceived job control were negatively, and job demand positively related to proneness to procrastination. Furthermore, individuals with more symptoms of anxiety and depression tended to procrastinate more. Perceived job control is the single relevant predictor of delaying job-related tasks and activities. The findings clearly suggest that job control deserves additional attention when it comes to the prediction of workplace procrastination. Keywords: procrastination, job control, job demands, self-efficacy, affect

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“…Öte yandan öğrencilerin dönem başında en çok çaba harcadıkları ve kaygı verici olarak algıladıkları derslerdeki akademik görevler için erteleme ihtimallerinin daha yüksek olduğu görülmektedir (Ferrari ve Scher, 2000). Akademik erteleme düzeyi yüksek olan bireylerde düşük benlik saygısı (Solomon ve Rothblum, 1984), anksiyete ve depresyon (Constantin, English ve Mazmanian, 2018) gibi sorunlar ortaya konmuştur. Oysa duygusal zekâya sahip bireyler; güçlükle karşılaştıkları zaman bu durumu başarılı bir şekilde yönetebilir, baskı altında olsalar bile sakin kalabilirler, zorlu şartlarda bile olumlu bakış açısını yakalayabilir ve bir işi yapmak için kendilerini motive edebilirler (Stein, 2009).…”

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

Satıcı

2020

YED

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Bu çalışmanın amacı duygusal zekâ ile okul doyumu ilişkisinde akademik mükemmeliyetçiliğin ve akademik ertelemenin sıralı aracılığını test etmektir. Çalışmanın katılımcılarını %58.9’u kadın ve %41.1’i erkek olmak üzere toplam 309 gönüllü üniversite öğrencisi meydana getirmektedir. Çalışmanın verileri Duygusal Zeka Özelliği Ölçeği-Kısa Formu, Akademik Mükemmeliyetçilik Ölçeği, Tuckman Erteleme Ölçeği ve Okul Doyumu Ölçeği ile elde edilmiştir. Çalışmanın verileri bootstrapping temelli sıralı çoklu aracılık modeli PROCESS ile test edilmiştir. Bulgular, akademik mükemmeliyetçilik ile akademik ertelemenin duygusal zekâ ve okul doyumu ilişkisinde sıralı aracılık yaptıklarını ortaya çıkarmıştır. Bu bağlamda düşünüldüğünde; duygusal zekânın artması öğrencilerin akademik mükemmeliyetçilik eğilimlerinin azalabileceği anlamına gelmektedir. Bununla birlikte akademik mükemmeliyetçilikteki azalma, akademik ertelemeyi de düşürerek okul doyumunun güçlenmesini sağlayabilecektir. Çalışmada test edilen modele yönelik bulgular ilgili alan yazına bağlı olarak tartışılmış ve eğitim bilimciler ile psikolojik danışmanlara yönelik doğurgular verilmiştir.

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Anxiety, Depression, and Procrastination Among Students: Rumination Plays a Larger Mediating Role than Worry

Cited by 61 publications

References 49 publications

Effect of Rumination and Worry, Test Anxiety, and Academic Procrastination on Academic Achievement of Pakistani University Students

Effect of Rumination and Worry, Test Anxiety, and Academic Procrastination on Academic Achievement of Pakistani University Students

Procrastination: Relations with Mood, Self-Efficacy, Perceived Control and Task Demands

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

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