The Effects of a Positive College Classroom Motivational Environment on Procrastination and Achievement

• In Event: 45.095 - Sheraton Roundtable Seven - Osgoode Ballroom
  In Roundtable Session: 45.095-2 - Motivational Dynamics in Higher Education

Abstract

This study examined the degree to which the classroom motivational environment predicts college students’ academic procrastination after controlling for students’ level of conscientiousness, a strong predictor of procrastination. We also investigated whether academic procrastination mediates the effect of the classroom motivational environment on course grades. Participants were 166 students enrolled in two four-year institutions in the southern U.S. Hierarchical regression analyses indicated that students who reported the presentation of course material in their classes as more interesting (course situational interest) also tended to report procrastinating less. Furthermore, mediation analyses indicated that the effects on course grades of instructor support, classroom mutual respect, and course situational interest were better explained as mediated by academic procrastination.

Authors

• Danya Marie Corkin, University of Houston - Downtown

• Suzanne Fischer Lindt, Midwestern State University

• Patrick S. Williams, University of Houston - Downtown