Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14365/799
Title: Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concept
Authors: Selçuk, Şule
Kocak, Aylin
Mouratidis, Athanasios
Michou, Aikaterini
Sayil, Melike
Keywords: academic procrastination
academic self‐
concept
achievement‐
oriented psychological control
dependency‐
oriented psychological control
perceived structure
Autonomy-Support
Mediating Role
Gender-Differences
Student Engagement
Life Satisfaction
Time Management
Adolescents
Achievement
Associations
Motivation
Publisher: Wiley
Abstract: Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents' academic self-concept in math. Three hundred fifty-three adolescents (M-age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.
URI: https://doi.org/10.1002/pits.22542
https://hdl.handle.net/20.500.14365/799
ISSN: 0033-3085
1520-6807
Appears in Collections:Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection

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