An Exploration into the Influence of Academic and Social Values, Procrastination, and Perceived School Belongingness on Academic Performance

Autor/inn/en	Kennedy, Gary J.; Tuckman, Bruce W.
Titel	An Exploration into the Influence of Academic and Social Values, Procrastination, and Perceived School Belongingness on Academic Performance
Quelle	In: Social Psychology of Education: An International Journal, 16 (2013) 3, S.435-470 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-013-9220-z
Schlagwörter	Structural Equation Models; College Students; Social Values; Academic Achievement; Goal Orientation; Student Behavior; Student School Relationship; Self Efficacy; Student Attitudes; Stress Variables; Mastery Learning; Grade Point Average; Statistical Significance; Performance + Suchen Sie Ihr Suchwort? Collegestudent; Sozialer Wert; Schulleistung; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten; Schüler-Lehrer-Beziehung; Self-efficacy; Selbstwirksamkeit; Achievement; Leistung
Abstract	The results of a structural equation model showed that a tendency to procrastinate, assessed early in college students' first term, was positively related to social values, assessed as concerns over social exclusion, but was negatively related to academic task values and grade goal-setting. The results suggest that procrastination may be a partial mediator of the influence of academic and social values on perceived school belongingness. In addition, the tendency to procrastinate had a direct negative relationship with self-regulatory self-efficacy and perceived school belongingness and was positively related to perceived stress near the end of the term. There was also a statistically significant negative total effect of procrastination on performance-approach and mastery-approach goal orientation and end-of-term grade point average (GPA). Statistically significant positive total effects of performance-approach and mastery-approach achievement goal orientations on GPA were found. However, while a statistically significant direct positive effect of performance-approach orientation on GPA was found, a direct relationship between mastery-approach orientation and GPA was not statistically significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10