Procrastination: Associations With Emotion Regulation, Achievement Emotions, and Achievement Goal-Orientation

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Achievement Goals, Classroom Goal Structures, and Their Associations With Other Motivational Beliefs and Behaviors

Abstract

Affective correlates of procrastination and the relation to emotion regulation are highlighted empirically in the literature. However, not all relationships reported between emotions, motivational aspects, and procrastination are clear cut. In this study, we examined relations between students’ achievement emotions, achievement goal-orientation, emotion regulation strategies, and their procrastination. Bivariate correlations revealed that procrastination related negatively to enjoyment, hope, and mastery-approach goal-orientation, and positively to anxiety, anger, boredom, shame, and hopelessness. Mastery-approach goal-orientation in turn was positively associated with emotion regulation, joy, and hope, and negatively with boredom, anger, and hopelessness. Hierarchical regression analyses revealed that hope and shame precited students’ procrastination. Results are interpreted within control-value theory of emotions and theories of emotion regulation and goal-orientation.

Authors

• Reza Feyzi-Behnagh, University at Albany - SUNY

• Semih Bursali, University of Albany - State University of New York

• Shaghayegh Sahebi, University at Albany - SUNY

• Mengfan Yao, University at Albany - SUNY

• Siqian Zhao, University at Albany - SUNY