Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-04-22 DOI:10.1007/s10212-024-00835-4

Iustina Alexandra Groza, Marius Ciprian Ceobanu, Cristina Maria Tofan

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Abstract

Academic procrastination has been a subject of particular interest in research due to its frequent association with heightened levels of anxiety, stress, and the long-term risk of emotional and behavioural vulnerability (Hoge et al., 2013). Our study tests the correlation between motivational persistence as a trait and academic procrastination, as well as the impact of behavioural disengagement on this relation. A total of 426 female students aged 18 to 30 years participated in the study (M = 1.77, SD = 1.39). The results demonstrate a significant and negative correlation between motivational persistence and academic procrastination, and a weak correlation between behavioural disengagement and academic procrastination. Behavioural disengagement has a significant impact on the association between motivational persistence and academic procrastination; academic procrastination decreases irrespective of the level of behavioural disengagement. We discuss the practical implications from a feminine viewpoint and the extent to which coping strategies remain stable or vary depending on the situation.

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学习动机的持续性与学习拖延：罗马尼亚女学生行为失活的调节作用

学业拖延一直是研究中特别关注的一个课题，因为它经常与焦虑、压力水平的提高以及情绪和行为脆弱性的长期风险联系在一起（Hoge 等人，2013 年）。我们的研究检验了作为一种特质的动机持久性与学业拖延之间的相关性，以及行为脱离对这种关系的影响。共有 426 名年龄在 18 至 30 岁之间的女学生参与了研究（M = 1.77，SD = 1.39）。研究结果表明，学习动机持久性与学业拖延之间存在明显的负相关，而行为脱离与学业拖延之间的相关性较弱。行为脱离对学习动机持久性与学业拖延之间的关联有显著影响；无论行为脱离程度如何，学业拖延都会减少。我们从女性的角度讨论了其实际意义，以及应对策略在多大程度上保持稳定或因情况而异。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.