The Impact of Academic Self-Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students

Autor/inn/en	Lowinger, Robert Jay; He, Zhaomin; Lin, Miranda; Chang, Mei
Titel	The Impact of Academic Self-Efficacy, Acculturation Difficulties, and Language Abilities on Procrastination Behavior in Chinese International Students
Quelle	In: College Student Journal, 48 (2014) 1, S.141-152 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Academic Achievement; Self Efficacy; Acculturation; Foreign Students; State Universities; Gender Differences; Correlation; Study Habits; Language Proficiency; English (Second Language); Second Language Learning; Marital Status; Age Differences; Graduate Students; Undergraduate Students; Asians; Student Attitudes; Psychological Patterns; Measures (Individuals); Motivated Strategies for Learning Questionnaire; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Akkulturation; Staatliche Universität; Geschlechterkonflikt; Korrelation; Study behavior; Study behaviour; Studienverhalten; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Familienstand; Age; Difference; Age difference; Altersunterschied; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Messdaten
Abstract	This study examined the role of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results indicate that the impact of the independent variables on procrastination behavior varied by gender. For males, significant correlations with academic procrastination were found for discrimination (r = 0.30, p = 0.00) and homesickness (r = 0.19, p = 0.05). For females, significant correlations with academic procrastination were found for academic self-efficacy (r = 0.41, p = 0.00), English language ability (r = -0.24, p = 0.01), and culture shock & stress (r=0.18, p=0.05). There were no significant effects with academic procrastination for age (F = 0.15, p = 0.70), marital status (F = 0.16, p = 0.69), undergraduate/graduate status (F = 0.16, p = 0.69), or length of time in the United States (F = 1.57, p = 0.21). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10