{"title":"Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students","authors":"Yuhua Li, Chunyan Liu, Zhenzhen Huo, Libin Zhang, Jingya Han, Quan Li, Tingyong Feng","doi":"10.1007/s10212-024-00851-4","DOIUrl":null,"url":null,"abstract":"<p>Student academic procrastination has been established as a strong predictor of several unfavorable consequences such as poor academic performance, low academic self-efficacy, and negative emotional experience. Increasing knowledge on what variables affect academic procrastination can assist nurturers and educators in minimizing student academic procrastination in the primary school setting. Based on the temporal decision model, this study examined the link between self-control and academic procrastination via the mediational role of task aversiveness and outcome value. The model was tested using structural equation modeling and cross-sectional data from 3028 primary school students (50.8% boys) in grades 3–6. The results showed a positive association between the impulse system and academic procrastination, and a negative association between the control system and academic procrastination among primary school students. Moreover, both task aversiveness and outcome value were found to mediate the link between self-control and academic procrastination among primary school students. These findings suggest that encouraging and guiding students to think more about the positive outcome and less about the negative engagement of tasks may be an effective strategy to reduce their academic procrastination.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"61 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00851-4","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Student academic procrastination has been established as a strong predictor of several unfavorable consequences such as poor academic performance, low academic self-efficacy, and negative emotional experience. Increasing knowledge on what variables affect academic procrastination can assist nurturers and educators in minimizing student academic procrastination in the primary school setting. Based on the temporal decision model, this study examined the link between self-control and academic procrastination via the mediational role of task aversiveness and outcome value. The model was tested using structural equation modeling and cross-sectional data from 3028 primary school students (50.8% boys) in grades 3–6. The results showed a positive association between the impulse system and academic procrastination, and a negative association between the control system and academic procrastination among primary school students. Moreover, both task aversiveness and outcome value were found to mediate the link between self-control and academic procrastination among primary school students. These findings suggest that encouraging and guiding students to think more about the positive outcome and less about the negative engagement of tasks may be an effective strategy to reduce their academic procrastination.
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.
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