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Cited by 115Perfectionism, Procrastination, Anxiety StudiesStudent Stress and CopingGrit, Self-Efficacy, and Motivation

Predicting procrastination: the role of academic achievement, self-efficacy and perfectionism.

Open access
Kurtovic, Ana, Vrdoljak, Gabrijela, Idzanovic, Anita·2019·International Journal of Educational Psychology
DOI 10.17583/ijep.2019.2993
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Abstract

The aim of this study was to examine the relations of academic achievement, self-efficacy, and perfectionism with procrastination in University students, and to examine whether procrastination can be predicted by academic achievement, self-efficacy, and perfectionism dimensions. 227 University students from different faculties completed Tuckmans' procrastination scale, Almost Perfect Scale – Revised (APS-R; Slaney Rice, Mobley, Trippi, & Ashby, 2001) and General self-Efficacy Scale (GSE; Schwarzer & Jerusalem, 1995), as well as data about academic achievement at the end of last academic year. Results have shown negative correlations of academic achievement, self-efficacy and adaptive perfectionism with procrastination, and a positive correlation between maladaptive perfectionism and procrastination. Results have also shown that self-efficacy is positively correlated with adaptive perfectionism and negatively with maladaptive perfectionism. Maladaptive perfectionism was a positive predictor of procrastination, while academic achievement, self-efficacy and adaptive perfectionism were all negative predictors. Finally, we used Hayes bootstrapping method to examine possible mediations. The results have shown that self-efficacy, by its self, is not a significant mediator, while paths containing self-efficacy and adaptive or maladaptive perfectionism mediate the relation between academic achievement and procrastination. Furthermore, both adaptive and maladaptive perfectionism mediated the relation between self-efficacy and procrastination.

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  • A relatively broad set of efficacy-building experiences, course by course, is necessary.

    “a relatively broad set of on efficacy-building experiences, course by course, is necessary (→Lack of study skill training), though not necessarily enough on its own (Kurtovic et al., 2019).”

    From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Kurtovic et al., 2019

    The results (IJEP 8(1), p. 11) say self-efficacy alone was not a significant mediator of the relationship between academic achievement and procrastination, supporting the qualification that it may not be enough on its own. The Implications and Limitations section recommends improving self-efficacy alongside learning skills and goal-setting, but does not establish that a broad set of efficacy-building experiences is necessary or should be provided course by course. (LLM, conf=0.83)

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2 of the 64 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Cerino, R. S. (2014). Relationship between academic motivation, self- efficacy, and academic procrastination. Journal of Psychological Research, 19, 156-163. Retrieved from https://pdfs.semanticscholar.org/8095/649cde648fcd39c8ac13b8af60 87af979046.pdf
  2. Narges, R., Salman, Z., & Baharak H. (2014). Self -Efficacy, Perfectionism and Personality Traits as Predictors of Academic Procrastination among University Students, Journal of Applied Environmental Biological Science. 4, 265-271. Retrieved from https://www.textroad.com/pdf/JAEBS/J.%20Appl.%20Environ.%20 Biol.%20Sci.,%204(8)265-271,%202014.pdf
  3. Rahmani, N., Zarei, S., & Hamedi, B. (2014). Self -Efficacy, Perfectionism and Personality Traits as Predictors of Academic Procrastination among University Students. Journal of Applied Environmental Biological Sciences, 4, 265-271.
  4. Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35- 37). Windsor, UK: NFER-NELSON.

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Authors
Kurtovic, A., Vrdoljak, G., & Idzanovic, A.
Affiliations
University of Osijek (HR)
ORCID
Vrdoljak, Gabrijela
Venue
International Journal of Educational Psychology
Publisher
Hipatia Press
Published
2019-02-24
Volume
8
Issue
1
Pages
1
ISSN
2014-3591 (ISSN-L)
DOI
10.17583/ijep.2019.2993
OpenAlex
W2917192083
Cited by
115
References
64
Citations by year
2026: 10 · 2025: 16 · 2024: 22 · 2023: 19 · 2022: 25 · 2021: 13 · 2020: 7 · 2019: 3
FWCI
14.03
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Educational Psychology (publishedVersion, cc-by)
  • Dialnet (Universidad de la Rioja) (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Hipatia Press (submittedVersion, cc-by)
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
procrastination, academic performance, self-efficacy, perfectionism, adaptive perfectionism, maladaptive perfectionism, university students, mediation

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