Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students

Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.

doi:10.1080/02702710802168568

Cited by 10 publications

(5 citation statements)

References 20 publications

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“…Overall, research has found self-efficacy to be negatively correlated with procrastination in undergraduate students (Cerino, 2014;Haycock, McCarthy, & Skay, 1998;Hensley, 2014;Klassen et al, 2008;Tuckman, 1991). Relatedly, graduate students who fear failure due to perceptions of insufficient ability have also been found to be more likely to engage in academic procrastination, such as on tasks that require reading when students doubt their reading abilities (Collins, Onwuegbuzie, & Jiao, 2008). Academic procrastination has also been found to be more likely to occur when students report lower levels of specific academic competencies including English language ability (female undergraduates; Lowinger, He, Lin, & Chang, 2014), and writing ability (graduate students; Onwuegbuzie & Collins, 2001).…”

Section: Motivational Beliefsmentioning

confidence: 99%

Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students

Rahimi

Hall

Sticca³

2023

Motiv Emot

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Ethics Review Administrator, REB I & II ____________________________________________________________________________________________* Approval is granted only for the research and purposes described. * Modifications to the approved research must be reviewed and approved by the REB before they can be implemented. * A Request for Renewal form must be submitted before the above expiry date. Research cannot be conducted without a current ethics approval. Submit 2-3 weeks ahead of the expiry date. * When a project has been completed or terminated, a Study Closure form must be submitted. * Unanticipated issues that may increase the risk level to participants or that may have other ethical implications must be promptly reported to the REB. Serious adverse events experienced by a participant in conjunction with the research must be reported to the REB without delay. * The REB must be promptly notified of any new information that may affect the welfare or consent of participants. * The REB must be notified of any suspension or cancellation imposed by a funding agency or regulatory body that is related to this study. * The REB must be notified of any findings that may have ethical implications or may affect the decision of the REB.

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Section: Motivational Beliefsmentioning

confidence: 99%

Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students

Rahimi

Hall

Sticca³

2023

Motiv Emot

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“…For example, there is a wealth of evidence that procrastination is associated with anxiety (Carden, Bryant, & Moss, 2004;Collins, Onwuegbuzie, & Jiao, 2008;Fritzche, Young, & Hickson, 2003;Owens & Newbegin, 1997). Procrastination has also been directly associated with avoidant coping style (Alexander & Onwuegbuzie, 2007;Burns, Dittman, Nguyen, & Mitchelson, 2000).…”

Section: Personality and Self-handicappingmentioning

confidence: 99%

Personality and student self-handicapping: A cross-validated regression approach

Bobo

Whitaker

Strunk

2013

Personality and Individual Differences

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Graphical Abstract (for review)Highlights  We replicate the results of Ross, Canada, and Rausch (2002). Personality accounts for 25% of the variance in self-handicapping. The prediction of self-handicapping from personality is stable across time. The findings suggest choice of coping strategy may be a function of personality. *Highlights (for review)PERSONALITY AND SELF-HANDICAPPING 2 AbstractResearchers have suggested that self-handicapping is a function of personality. According to the Five Factor Model, personality can be understood in terms of openness, conscientiousness, extraversion, agreeableness, and neuroticism. Ross, Canada, and Rausch (2002) found lower conscientiousness predicted higher self-handicapping. However, their study was limited by the use of concurrent data. As a result, the purpose of this study was to 1) replicate the findings of Ross, Canada, and Rausch (2002) in predicting self-handicapping from conscientiousness and neuroticism, and 2) extend on those findings by cross-validating the prediction equation in a longitudinal sample. The results essentially replicated the findings of Ross, Canada, and Rausch (2002), and demonstrated the relationship between personality and self-handicapping tendencies was stable over a one-semester timeframe.

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“…reading achievement, which results in low overall academic achievement (Collins, Onwuegbuzie, & Jiao, 2008;Mayes, Calhoun, Bixler, & Zimmerman, 2009;Savolainen, Ahonen, Aro, Tolvanen, & Holopainen, 2008). Reading in a first language (L1), in general, shares numerous basic elements, such as converting symbols to sounds, sounds to words, and words to meaning, with reading in a second language (L2; Genessee, Geva, Dressler, & Kamil, 2006).…”

mentioning

confidence: 99%

Cross-Language Transfer of Reading Ability

Chuang

Joshi

Dixon

2011

Journal of Literacy Research

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How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in Taiwan. Results of regression analyses showed that proficiency in L1 reading predicts with statistical significance the L2 reading proficiency of those whose scores were analyzed. In addition, participants' gender and school district also played small but statistically significant roles affecting the cross-language transfer of reading ability. The results are discussed in light of Cummins's linguistic interdependence hypothesis. KeywordsEnglish as a foreign language, L1 reading, L2 reading, linguistic interdependence hypothesis, reading transferReading is a complex process with a goal of understanding texts (Snow, 2002) and is perhaps the most important medium for acquiring skills and knowledge. Reading involves mastering the orthography to decode words to extract meaning from texts, and comprehension relies on background knowledge, cognitive strategies for comprehending, and vocabulary knowledge. A student is severely handicapped by low

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Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students

Cited by 10 publications

References 20 publications

Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students

Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students

Personality and student self-handicapping: A cross-validated regression approach

Cross-Language Transfer of Reading Ability

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