Relations of Parental Autonomy Support and Control With Students' Academic Time Management and Procrastination

• In Event: 44.079 - Factors Impacting Students' Self-Regulated Learning and Motivation

Abstract

We evaluated the factor structure of academic time management and procrastination, examined whether perceived parental autonomy support and control predicted students’ academic time management and procrastination, and tested self-efficacy for self-regulated learning as a mediator. Three factors emerged from the exploratory factor analysis: planning time, monitoring time, and procrastination. In the path model, perceived parental autonomy support positively predicted both aspects of time management and negatively predicted procrastination. In comparison, perceived parental control positively predicted procrastination. Further, self-efficacy for self-regulated learning mediated the relations between perceived parental autonomy support and control and students’ academic time management and procrastination. It appears that parents play an important role in helping their children feel efficacious enough to manage their time and avoid procrastination.

Authors

• Sungjun Won, The Ohio State University

• Shirley L. Yu, The Ohio State University

• Marissa Green, The Ohio State University - Columbus

• Kristin Nicole Henkaline, The Ohio State University