Locus of control, academic procrastination and academic performance amongst university students: moderating role of parental involvement

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Regina Bahl, Shubhangi Gupta, Kamini Tanwar, Zubair Khan, Irfan Ahmad Hakak, Faseeh Amin
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引用次数: 0

Abstract

Purpose

Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.

Design/methodology/approach

This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.

Findings

The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.

Originality/value

The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.

大学生的控制欲、学业拖延和学习成绩:父母参与的调节作用
目的 学业拖延是指推迟完成作业的行为,是全世界学生中普遍存在的一种行为,对学业成绩有重大影响。本研究探讨了学业拖延对大学生学业成绩的影响。本研究还确定了控制位置的中介效应和父母参与对学业拖延与学业成绩之间关系的调节效应。研究采用英语问卷调查的方式,从印度北部地区的大学生中获得回复。研究共收到 539 份参与者的回复,经过数据清理后,使用了 507 份回复。本研究使用 AMOS 25.0 结构方程模型进行假设检验。研究结果使用结构方程模型进行的回归分析表明,外部控制源导致学业拖延,而内部控制源对学业拖延有负面影响。此外,学业拖延还会对学业成绩产生负面影响,凸显了拖延对学生成绩的不利影响。此外,学业拖延在控制位置与学业成绩之间起着中介作用,而父母参与则起着调节作用。该研究对教育心理学做出了重要贡献,同时也完善了之前有关大学生学业成就前因的理论框架。
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来源期刊
Journal of Applied Research in Higher Education
Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.50
自引率
11.80%
发文量
63
期刊介绍: Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices
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