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Cited by 35Perfectionism, Procrastination, Anxiety StudiesEvasion and Academic Success FactorsHigher Education Research Studies

Academic Self-Efficacy, Procrastination, and Attrition Intentions

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Nemtcan, Efim, Sæle, Rannveig Grøm, Gamst-Klaussen, Thor, Svartdal, Frode·2022·Frontiers in Education
DOI 10.3389/feduc.2022.768959
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Abstract

Why do students leave universities? The current study addresses the problem of academic attrition from the perspective of students’ intentions. Specifically, we focus on the roles of academic self-efficacy and procrastination in exploring their relationships with attrition intentions. Based on existing research, we expected a negative relationship between academic self-efficacy and attrition intentions, with procrastination as a possible mediator. Furthermore, it was expected that this relationship would differ depending on the type of attrition (i.e., drop-out, transfer university, transfer study field). These hypotheses were investigated among Norwegian students in a questionnaire study ( N = 693). Results showed that procrastination partially mediated the relationship between academic self-efficacy and three attrition intentions categories. Although procrastination was a significant mediator of self-efficacy for all types of intentions, the sizes of the direct and indirect effects were different. We conclude that academic procrastination is important in understanding the relationship between students’ self-efficacy beliefs and attrition intentions.

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Crossref · 10.3389/feduc.2022.768959

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111 of 113 references verified1 citation errors · 1 not checkable

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  • Lower adaptation scores in Procrastinated and Poorly Adjusted Students align with their poorer academic outcomes.

    “In contrast, the lower adaptation scores in the Procrastinated and Poorly Adjusted Students align with their poorer academic outcomes, emphasizing the importance of supporting students’ transition to university life [56,57].”

    From Academic motivation, procrastination, and adjustment: Exploring their impact on student profiles and academic performance (2025) · cites this paper as [57]

    The Procrastination section (page unavailable) reports that greater procrastination was associated with lower self-reported academic performance (r = −0.20). The paper does not report adaptation scores or identify the Procrastinated and Poorly Adjusted Student groups, so it cannot support the claimed pattern for those groups. (LLM, conf=0.85)

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Research works printed but not linked: 1

  1. Demetriou, C., and Schmitz-Sciborski, A. (2011). "Integration, motivation, strengths and optimism: retention theories past, present and future, " in Proceedings of the 7th National Symposium on Student Retention, (Charleston, SC), 300-312.

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Authors
Nemtcan, E., Sæle, R. G., Gamst-Klaussen, T., & Svartdal, F.
Affiliations
UiT The Arctic University of Norway (NO)
Corresponding author
Nemtcan, Efim
ORCID
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2022-05-24
Volume
7
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2022.768959
OpenAlex
W4281381755
Cited by
29
References
111
Citations by year
2026: 9 · 2025: 9 · 2024: 7 · 2023: 4
FWCI
4.57
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • NORA - Norwegian Open Research Archives (submittedVersion, other-oa)
Funders
Universitetet i Tromsø
Topics
  • Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
  • Social Sciences › Demography › Evasion and Academic Success Factors
  • Social Sciences › Education › Higher Education Research Studies
Keywords
academic self-efficacy, procrastination, school dropout, college transfer, mediation, student retention, university students

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