Do adaptive perfectionism and self-determined motivation reduce academic procrastination?

Burnam, Abigail; Komarraju, Meera; Hamel, Rachel; Nadler, Dustin R.

doi:10.1016/j.lindif.2014.10.009

Cited by 72 publications

(61 citation statements)

References 41 publications

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“…This is a clockwise interaction. Students who were more organized and self-determined in their motivation were less likely to procrastinate (Burnam et al, 2014). According to Park and Kerr (1990) a student"s cumulative grade point average is a common indicator of academic success.…”

Section: Discussionmentioning

confidence: 99%

Predictors of academic procrastination and university life satisfaction among Turkish sport schools students

Öcal¹

2016

Educ. Res. Rev.

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The purpose of this study was to examine the role of burnout, academic self-efficacy and academic success in predicting procrastination and university life satisfaction among sports schools students. The study sample comprised of 224 participants aged from 18 to 30 years with a mean age of 21.71 (SD=1.94) who were attending various departments of sport school in a public university. A quantitative research survey method was used in the study. Clustered sampling procedure was utilized in order to get a more representative sample. Pearson's product moment's correlation coefficient, hierarchical regression analysis, the independent t-test and one-way ANOVA were used for data analysis. Significance was set at a minimum of 0.05. Results indicate that academic burnout, academic selfefficacy and academic success are significant predictors of procrastination. According to these results, burnout seems to be the strongest predictor which explains 32.3% of the variance in procrastination. On the other hand, efficacy dimension of burnout was the only significant predictor of university life satisfaction among Turkish sports schools students.

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Section: Discussionmentioning

confidence: 99%

Predictors of academic procrastination and university life satisfaction among Turkish sport schools students

Öcal¹

2016

Educ. Res. Rev.

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“…Perfectionism is a common personality characteristic that can have influences on all aspects of life (Stoeber & Stoeber, 2009). Previous findings indicated that such perfectionistic features as fear of failure and evaluation anxiety were closely related to procrastination (Beck, Koons, & Milgrim, 2000;Burnam, Komarraju, Hamel, & Nadler, 2014). As a multidimensional personality disposition, perfectionism is characterized by striving for flawlessness and setting exceedingly high standards of performance accompanied by overly critical evaluation of one"s behavior (Stoeber, 2018).…”

Section: Perfectionismmentioning

confidence: 99%

“…The productive engagement stemming from positive striving may buffer students from procrastination (Burnam et al, 2014;Stoeber & Rambow, 2007). In contrast, maladaptive evaluation concerns are likely to lead students to interpret mistakes as equivalent to failure (Solomon & Rothblum, 1984).…”

Section: Perfectionismmentioning

confidence: 99%

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement

Shih¹

2019

JEHD

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The purpose of the present study was to examine the relationships among Taiwanese adolescent students "perceptions of parental expectations along with parental criticism, satisfaction of the needs for autonomy and competence, implicit theories of intelligence, perfectionist tendencies, and academic procrastination in order to acquire a comprehensive understanding of the mechanisms related to students" academic attributes and engagement. Four hundred and five eighth grade Taiwanese students completed a self-reported survey assessing the variables described above. Findings of hierarchical regression analyses suggested that parental expectations, parental criticism, and competence need satisfaction significantly predicted implicit theories of intelligence. In terms of perfectionistic tendencies, parental expectations and competence need satisfaction positively predicted positive striving (i.e., personal standards and organization), whereas parental criticism emerged as a negative predictor of positive striving. Further, parental expectations, parental criticism, and an entity theory of intelligence positively predicted evaluative concerns (i.e., concerns over mistakes and doubts about actions). With respect to academic procrastination, results of hierarchical regressions revealed that parental influences, satisfaction of the needs for competence, and perfectionistic tendencies all functioned as determinants of academic procrastination. Implications for educational practices and future research are discussed.

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“…zaskrbljenost zaradi napak in dvom v dejanja) in odlašanjem z akademskimi obveznostmi, pri čemer omenjena povezava nakazuje na nefunkcionalnost odnosa med omenjenimi spremenljivkami (Frost idr., 1990;Jadidi, Mohammadkhani in Tajrishi, 2011). Perfekcionizem se je tudi izkazal kot pomemben napovednik akademskega odlašanja (Burnam, Komarraju, Hamel in Nadler, 2014), pri čemer vedenja posameznikov z višjo stopnjo akademskega odlašanja pogosto spremlja socialna anksioznost (Ferrari, 1992).…”

Section: Odnos Med Akademskim Odlašanjem In Perfekcionizmomunclassified

Dejavniki akademskega odlašanja: vloga perfekcionizma, anksioznosti in depresivnosti

Kranjec¹,

Košir²,

Komidar³

2016

Psihološka obzorja / Horizons of Psychology

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1Križevci pri Ljutomeru 2 Oddelek za temeljne pedagoške predmete, Pedagoška fakulteta, Univerza v Mariboru 3 Oddelek za psihologijo, Filozofska fakulteta, Univerza v Ljubljani Povzetek: V raziskavi smo preučevali dimenzije perfekcionizma, anksioznosti in depresivnosti kot dejavnike, ki se povezujejo z odlašanjem z akademskim delom. Osrednji namen raziskave je bil preveriti moderatorsko vlogo dimenzij perfekcionizma v odnosu med stopnjo anksioznosti in depresivnosti ter akademskim odlašanjem. Na vzorcu 403 študentov smo uporabili štiri lestvice: lestvico perfekcionizma FMPS, lestvico akademske prokrastinacije APS-SI, lestvico depresivnosti CESD in lestvico anksioznosti STAI-X2. Rezultati so pokazali, da na slovenskem vzorcu študentov obstaja statistično značilen pozitiven odnos med neprilagojenimi dimenzijami perfekcionizma, anksioznostjo, depresivnostjo in akademskim odlašanjem. Obenem so rezultati pokazali pomembno negativno povezanost med prilagojenima dimenzijama perfekcionizma in akademskim odlašanjem. Prav tako se je izkazalo, da so določene dimenzije perfekcionizma, anksioznost in depresivnost pomembni napovedniki akademskega odlašanja. Nadalje je analiza rezultatov pokazala, da odnos med stopnjo anksioznosti in akademskim odlašanjem moderira le ena od šestih dimenzij perfekcionizma (dimenzija osebni standardi), medtem ko odnos med stopnjo depresivnosti in akademskim odlašanjem moderira neprilagojena dimenzija pričakovanja staršev. Abstract: This study investigated dimensions of perfectionism, anxiety, and depression as factors of academic procrastination. Our main research interest was to examine the role of specific dimensions of perfectionism as moderators in the relationship between anxiety and depression and academic procrastination. Four scales were administered on the sample of 403 students: perfectionism scale FMPS, academic procrastination scale APS-SI, depression scale CESD and anxiety scale STAI-X2. The results showed significant positive relationships between maladaptive dimensions of perfectionism, anxiety, depression, and academic procrastination. In addition, results showed significant negative associations between adaptive dimensions of perfectionism and academic procrastination. Certain dimensions of perfectionism, anxiety, and depression proved to be significant predictors of academic procrastination. The dimensions of perfectionism and academic procrastination were also significantly related to anxiety and depression, which both predicted academic procrastination. The relationship between anxiety levels and academic procrastination was moderated by personal standards (as adaptive dimension of perfectionism), while the relationship between depression levels and academic procrastination was moderated by the maladaptive dimension of parents' expectations.

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Do adaptive perfectionism and self-determined motivation reduce academic procrastination?

Cited by 72 publications

References 41 publications

Predictors of academic procrastination and university life satisfaction among Turkish sport schools students

Predictors of academic procrastination and university life satisfaction among Turkish sport schools students

Exploring Factors Related to Taiwanese Adolescent Students’ Academic Attributes and Engagement

Dejavniki akademskega odlašanja: vloga perfekcionizma, anksioznosti in depresivnosti

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