Social Psychology of Education

, Volume 16, Issue 3, pp 435–470 | Cite as

An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance

  • Gary J. KennedyEmail author
  • Bruce W. Tuckman


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.


Procrastination Academic values Social exclusion School belongingness Achievement goal orientation College students 


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© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Office of Enrollment ServicesThe Ohio State UniversityColumbusUSA
  2. 2.Department of Educational StudiesCollege of Education and Human EcologyColumbusUSA

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