An exploration into the influence of academic and

Authors: Gary J Kennedy Bruce W Tuckman

Publish Date: 2013/05/04

Volume: 16, Issue: 3, Pages: 435-470

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Abstract

The results of a structural equation model showed that a tendency to procrastinate assessed early in college students’ first term was positively related to social values assessed as concerns over social exclusion but was negatively related to academic task values and grade goalsetting The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness In addition the tendency to procrastinate had a direct negative relationship with selfregulatory selfefficacy and perceived school belongingness and was positively related to perceived stress near the end of the term There was also a statistically significant negative total effect of procrastination on performanceapproach and masteryapproach goal orientation and endofterm grade point average GPA Statistically significant positive total effects of performanceapproach and masteryapproach achievement goal orientations on GPA were found However while a statistically significant direct positive effect of performanceapproach orientation on GPA was found a direct relationship between masteryapproach orientation and GPA was not statistically significantThis study is based on the dissertation of the first author Portions of this study were presented at the American Educational Research Association annual meeting in Denver CO 2010 The authors would like to thank Dr Lynley H Anderman and Dr Richard G Lomax for helpful comments and discussion and Dr D’Arcy J Oakes for invaluable assistance in setting up the data collection process

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