The Role of Mastery Goal Structure and Academic Self-Efficacy in Academic Procrastination

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-3 - Motivation in Education SIG Poster Session 1

Abstract

This study examined individual, environmental, and motivational antecedents of academic procrastination of adolescent students in a math subject. Participants were 227 junior high school students. We hypothesized adolescent students’ fear of failure, classroom goal structure, academic self-efficacy and achievement goals would predict academic procrastination, respectively. We also hypothesized students’ academic self-efficacy and achievement goals would emerge as strong predictors of academic procrastination. The SEM (Structural Equation Modeling) results partially support our hypotheses. Mastery goal structure predicted academic procrastination. However, as motivational antecedents of academic procrastination, only academic self-efficacy was significant. Moreover, academic self-efficacy mediated between mastery goal structure and academic procrastination. Instructional strategies for reducing academic procrastination were also suggested.

Authors

• Sun-Young Lee, Korea University

• Mimi Bong, Korea University

• Sung-Il Kim, Korea University