The Influence of Mother’s Rational Parenting Behavior on Academic Procrastination of Middle School Students: Effect of Mediated Moderation of Self-Control through Intrinsic Motivation

Abstract

Objectives: This study aimed to examine the effect of intrinsic motivation and mother's rational parenting behavior on academic procrastination of middle school students, and to verify the mediated moderation effect of self-control. Methods: The participants of this study includes children ages 13 through 14 years old (N = 267); all of whom attend school in Busan, S. Korea. Collected data were used analyzed by the SPSS 25.0 and PROCESS MACRO (mode l8) by Hayes (2013). Results: The relationship of mother's rational parenting behavior with the academic procrastination level was mediated by self-control. Additionally, intrinsic motivation level moderated the relationship between mother's rational parenting behavior and academic procrastination. Further, level of intrinsic motivation had a mediated moderation effect from mother's rational parenting behavior to the academic procrastination, through the self-control. Conclusion: These results indicate that high level of intrinsic motivation is an important factor in preventing academic procrastination of middle school students.

Mothers’ and Teachers’ Autonomy Support in Relation to Children’s Academic Procrastination: Self-Efficacy for Self-Regulated Learning as a Mediator

“…To prevent academic procrastination, it is necessary to pay special attention to middle childhood, a critical period for the development of diligence (Erikson, 1994) and self-regulation (Raffaelli et al, 2005). However, many studies have been conducted on middle school (Ahn & Kim, 2020;Kim & Han, 2019), high school (Jeon & Park, 2014;Ozer & Ferrari, 2011) and college students Onwuegbuzie, 2004). Only a few studies have been conducted to examine academic procrastination during middle childhood (Choi & Kim, 2008;Parantika et al, 2020).…”

“…Contrary to this belief, children in middle childhood, especially during the transition period to middle school, experience a massive amount of academic tasks as much as that of middle school students. In fact, academic procrastination is found to be prevalent in middle childhood (Ahn & Kim, 2020). Moreover, Jang & Lee (2013) stress that delaying behavior, shown among fifth and sixth graders in elementary school, can be formed into a habit if it is continuously accumulated, and the negative effect of delaying behavior may be greater if it begins in elementary school (Choi & Kim, 2008).…”

The Effect of Parental Academic Achievement Pressure perceived by Middle School Students on Academic Procrastination: The Mediating Role of Evaluative Concerns Perfectionism

“…특히 중학생은 이전과 비교하여 학습량과 학업 난이도가 급격히 증가하는 것을 경험하고 평가적 상황에 더 자주 놓 이게 되어 학습 환경의 변화와 부담이 커지는 시기이다 (Yoo, 2007). 이와 같은 중학생 시기의 특성은 지연행동을 보이 게 할 가능성을 높이며 (Spada et al, 2006), 한 번 형성된 지연 행동은 만성화되고 개인의 특성으로 고착될 수 있다 (Lay & Schouwenburg, 1993) Ahn & Kim, 2020;Baek & Lee, 2016; N.-K. Kim & Han, 2019;Milgram & Toubiana, 1999;Zakeri, Esfahani, & Razmjoee, 2013) (Soysa & Weiss, 2014;Won & Shirley, 2018). 즉 학업에 대한 통제적이고 권위적인 양육태도인 부모 의 학업성취압력은 자녀의 자율적 태도를 저해하고 수동적인 태도를 유발하여 결국 학업 장면에서의 지연행동에 이르게 할 수 있다 (Bong, Hwang, Noh, & Kim, 2014).…”