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Structural Relationships Between Procrastination, Academic Motivation, and Academic Achievement Within University Students: A Self-determination Theory Approach

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Abstract

This study aimed to analyze the influence of academic motivation on procrastination and, in turn, to examine the impact of procrastination on academic achievement, on the grounds of self-determination theory. Undergraduate students (N = 928) completed a sociodemographic and academic survey, the Tuckman Procrastination Scale, and the Academic Motivation Scale. Path-analysis findings revealed procrastination was negatively and significantly predicted by intrinsic motivation toward stimulating experiences, intrinsic motivation towards achievement, and extrinsic motivation external regulation. Further, procrastination was positively predicted by intrinsic motivation to know, extrinsic motivation identified regulation, extrinsic motivation introjected regulation, and amotivation. In turn, procrastination negatively predicted academic achievement. Overall, combining components of motivational interventions could aid in tailoring higher education interventions that seek to decrease procrastination and reduce the impact of this variable on academic achievement. Discussion of findings continues in light of previous literature concerning the relationship between motivation and procrastination.

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University of Buenos Aires Science and Technology grant funding. Ref. 2020170100064BA

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  1. Psychology Research Institute, University of Buenos Aires, Lavalle 2353, C1052AAA, Buenos Aires, Argentina

    Franco Tisocco

  2. University of Buenos Aires - CONICET (National Council for Scientific and Technical Research), Buenos Aires, Argentina

    Mercedes Fernández Liporace

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Franco Tisocco designed the study, collected the data, performed the data analysis, and wrote the initial as well as the revised versions of the manuscript. Mercedes Fernández Liporace supervised and assisted during the design, data collection and data analysis stages, and revised both the initial and revised versions of the manuscript, providing guiding feedback and modification suggestions throughout the entire process.

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Tisocco, F., Liporace, M. Structural Relationships Between Procrastination, Academic Motivation, and Academic Achievement Within University Students: A Self-determination Theory Approach. Innov High Educ 48, 351–369 (2023). https://doi.org/10.1007/s10755-022-09622-9

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