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Objectives: In this prospective study, we sought to (a) unravel the unique effect of academic procrastination on university grades, (b) examine the mediating role of task-oriented and disengagement-oriented coping as a self-regulatory pathway toward achievement, (c) control for the potential confounding influence of past achievement and working memory capacity.
Methods: A sample of 258 university students completed self-report measures of academic procrastination and coping, and performed tests of working memory. Their semester grade point average was collected at the end of the semester.
Results: Results of structural equation modeling showed that academic procrastination negatively predicted subsequent academic achievement, even after controlling for high school achievement and working memory capacity. Furthermore, indirect effects revealed that task- and disengagement-oriented coping explained 70% of the total effect.
Conclusion: These findings outline that the effect of academic procrastination cannot be reduced to a history of academic difficulties or limited cognitive ability and that coping plays an important role in the procrastination – achievement relationship. 相似文献
Design and Methods: The sample comprised 92 students (46 women). Self-efficacy, threat appraisals and state anxiety were assessed on a control day one week before an oral exam. Additionally, anxiety was assessed three times on the exam day. Salivary cortisol samples were collected at all time points.
Results: Pre-exam anxiety and cortisol decreased until grades were announced. For both responses, greater levels were related to a steeper decline. However, changes in anxiety and cortisol were unrelated. Self-efficacy was negatively related to threat appraisals and anxiety on the control day. Greater threat appraisals were associated with higher pre-exam anxiety and a steeper anxiety decrease on the exam day, which in turn, was related to better performance.
Conclusions: High levels of self-efficacy may reduce threat appraisals and anxiety in the lead up to an exam, which are related to the intensity and decline of anxiety on the exam day. A steeper decline of anxiety may be beneficial to performance. 相似文献