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Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions.
Abstract
Academic procrastination has been a widespread problem behavior among undergraduates. This study aimed to examine the prevalence of academic procrastination among undergraduates in health professions, and explore the mediation effects of self-efficacy for self-regulation and fear of failure in the relationship between self-esteem and academic procrastination. A cross-sectional design was used to study 1184 undergraduates in health professions from China. Participants completed measures of academic procrastination, self-esteem, self-efficacy for self-regulation and fear of failure. We used Pearson product-moment correlation to examine the bivariate correlations between study variables, and path analysis to examine mediation. Among the 1184 undergraduates, 877 (74.1%) procrastinated on at least one type of academic task. The total score for academic procrastination was negatively correlated with scores for self-esteem and self-efficacy for self-regulation, and positively correlated with the score for fear of failure. Moreover, the relationship between self-esteem and academic procrastination was fully mediated by self-efficacy for self-regulation (indirect effect: β = - .15, 95% bootstrap CI - .19 to - .11) and fear of failure (indirect effect: β = - .06, 95% bootstrap CI - .09 to - .04). These findings suggest that interventions targeting the enhancement of self-efficacy for self-regulation and the conquest of fear of failure may prevent or reduce academic procrastination among undergraduates in health professions, especially for those with lower self-esteem.
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“self-efficacy for self-regulation, for example, may be a strong predictor (Zhang et al., 2018).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Zhang et al., 2018
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How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159
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Metadata
- Authors
- Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X.
- Affiliations
- Shandong University (CN)
- Corresponding author
- Fan, Xiuzhen
- ORCID
- Fan, Xiuzhen
- Venue
- Advances in Health Sciences Education
- Published
- 2018-05-29
- Volume
- 23
- Issue
- 4
- Pages
- 817-830
- ISSN
- 1382-4996 (ISSN-L)
- 1573-1677
- OpenAlex
- W2805929587
- Cited by
- 138
- References
- 61
- Citations by year
- 2026: 11 · 2025: 22 · 2024: 23 · 2023: 19 · 2022: 28 · 2021: 20 · 2020: 8 · 2019: 7
- FWCI
- 10.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Advances in Health Sciences Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- the Natural Science Foundation of Shandong Province (No. ZR2013CM039)
- the comprehensive education and teaching reform program of Shandong University 2015
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Keywords
- academic procrastination, fear of failure, self-esteem, mediating effect
- MeSH terms
- Procrastination, Adolescent, China, Cross-Sectional Studies, Fear, Female, Health Occupations, Humans, Male, Self Concept, Students, Health Occupations, Self Efficacy, Young Adult
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