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Mediation effect of family environment on academic procrastination and life satisfaction: Assessing emerging adults

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Abstract

A path analytic model assessed the relationship between academic procrastination and life satisfaction, such that family environment mediated effects with emerging adults (221 women, 101 men; Mage = 20.7 years old, SD = 1.7). Participants completed procrastination, family environment, and life satisfaction scales. Results showed that after trimming a path, the hypothesized model fit the data, such that life satisfaction negatively predicted academic procrastination tendencies. Findings validated that both family cohesion and family control within family environment had partial mediation effects on the association between life satisfaction and academic procrastination. Implications for parents and educators are discussed.

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Authors and Affiliations

  1. Department of Psychological Counseling and Guidance, Bahcesehir University, Istanbul, Turkey

    Bilge Uzun

  2. Department of Psychology, University of Roehampton, London, UK

    Sara LeBlanc

  3. Department of Evaluation and Measurement, Kent State University, Kent, OH, USA

    Ipek Ozer Guclu

  4. College of Science and Health, DePaul University, Chicago, IL, USA

    Joseph R. Ferrari

  5. Department of Business Administration, Faculty of Economics, Administrative and Social Sciences, Bahcesehir University, Istanbul, Turkey

    Ahmet Aydemir

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  1. Bilge Uzun
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  2. Sara LeBlanc
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  4. Joseph R. Ferrari
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  5. Ahmet Aydemir
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Correspondence to Ahmet Aydemir.

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Ethical approval was obtained from the research and publishing ethics committees of the participating institutions, and all participants signed an informed consent form prior to their participation in the study.

The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Uzun, B., LeBlanc, S., Guclu, I.O. et al. Mediation effect of family environment on academic procrastination and life satisfaction: Assessing emerging adults. Curr Psychol 41, 1124–1130 (2022). https://doi.org/10.1007/s12144-021-02652-0

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