Skip to main content

Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions

Advances in Health Sciences Education volume 23, pages 817–830 (2018)Cite this article

Abstract

Academic procrastination has been a widespread problem behavior among undergraduates. This study aimed to examine the prevalence of academic procrastination among undergraduates in health professions, and explore the mediation effects of self-efficacy for self-regulation and fear of failure in the relationship between self-esteem and academic procrastination. A cross-sectional design was used to study 1184 undergraduates in health professions from China. Participants completed measures of academic procrastination, self-esteem, self-efficacy for self-regulation and fear of failure. We used Pearson product-moment correlation to examine the bivariate correlations between study variables, and path analysis to examine mediation. Among the 1184 undergraduates, 877 (74.1%) procrastinated on at least one type of academic task. The total score for academic procrastination was negatively correlated with scores for self-esteem and self-efficacy for self-regulation, and positively correlated with the score for fear of failure. Moreover, the relationship between self-esteem and academic procrastination was fully mediated by self-efficacy for self-regulation (indirect effect: β = − .15, 95% bootstrap CI − .19 to − .11) and fear of failure (indirect effect: β = − .06, 95% bootstrap CI − .09 to − .04). These findings suggest that interventions targeting the enhancement of self-efficacy for self-regulation and the conquest of fear of failure may prevent or reduce academic procrastination among undergraduates in health professions, especially for those with lower self-esteem.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1
Fig. 2

References

  • Aldarmaki, F. R. (2012). Relationships between career counseling attitudes and self-esteem and self-efficacy among Emirati university students. Journal of Career Development, 39(2), 143–161.

    Article  Google Scholar 

  • Argumedo, B. D., Cema, K. D., Calderón, G. A., Díazmorales, J. F., & Ferrari, J. R. (2005). Assessment of the confiability and factorial structure of three scales measuring chronic procrastination. Revista De Psicología, 23(1), 115–138.

    Google Scholar 

  • Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: Underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439–459. https://doi.org/10.1007/s10212-015-0266-5.

    Article  Google Scholar 

  • Balkis, M., & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satisfaction with academic life and academic performance. Electronic Journal of Research in Edecational Psychology, 15(1), 105–125.

    Article  Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(3), 191–215.

    Article  Google Scholar 

  • Batool, S. S., Khursheed, S., & Jahangir, H. (2017). Academic procrastination as a product of low self-esteem: A mediational role of academic self-efficacy. Pakistan Journal of Psychological Research, 32(1), 195–211.

    Google Scholar 

  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156–163.

    Article  Google Scholar 

  • Chen, L., Wu, C., Kee, Y., Lin, M., & Shui, S. (2009). Fear of failure, 2 × 2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34(4), 298–305. https://doi.org/10.1016/j.cedpsych.2009.06.006.

    Article  Google Scholar 

  • Conroy, D. E. (2001). Progress in the development of a multidimensional measure of fear of failure: The Performance Failure Appraisal Inventory (PFAI). Anxiety Stress and Coping, 14(4), 431–452. https://doi.org/10.1080/10615800108248365.

    Article  Google Scholar 

  • Conroy, D. E., Kaye, M. P., & Fifer, A. M. (2007). Cognitive links between fear of failure and perfectionism. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(4), 237–253. https://doi.org/10.1007/s10942-007-0052-7.

    Article  Google Scholar 

  • Farid, M. F., Akhtar, M., & Qamar, S. (2014). Relationship between causal attributions and self-esteem. World Applied Sciences Journal, 32(3), 386–391.

    Google Scholar 

  • Fatimah, O., Lukman, Z. M., Khairudin, R., Shahrazad, W. S., & Halim, F. W. (2011). Procrastination’s relation with fear of failure, competence expectancy and intrinsic motivation. Pertanika Journal of Social Science & Humanities, 19, 123–127.

    Google Scholar 

  • Flett, A. L., Haghbin, M., & Pychyl, T. A. (2016). Procrastination and depression from a cognitive perspective: An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 34(3), 169–186. https://doi.org/10.1007/s10942-016-0235-1.

    Article  Google Scholar 

  • Floyd, D. L., Prentice-Dunn, S., & Rogers, R. W. (2000). A meta-analysis of research on protection motivation theory. Journal of Applied Social Psychology, 30(2), 407–429.

    Article  Google Scholar 

  • Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 30(4), 249–263. https://doi.org/10.1007/s10942-012-0153-9.

    Article  Google Scholar 

  • Hogan, M. J., Dwyer, C. P., Harney, O. M., Noone, C., & Conway, R. J. (2014). Metacognitive skill development and applied systems science: A framework of metacognitive skills, self-regulatory functions and real-world applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications and trends (Vol. 76, pp. 75–106). Berlin, Germany: Springer.

  • Hou, Y., & Gai, N. (2008). Status and causes of academic procrastination of undergraduates. Psychological Research, 1(4), 91–96.

    Google Scholar 

  • Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Developmental Education, 25(1), 14–24.

    Google Scholar 

  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33.

    Article  Google Scholar 

  • Klassen, R. M. (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. Contemporary Educational Psychology, 32(2), 173–187. https://doi.org/10.1016/j.cedpsych.2006.10.001.

    Article  Google Scholar 

  • Klassen, R. M., Ang, R. P., Wan, H. C., Krawchuk, L. L., Huan, V. S., Isabella, Y. F., et al. (2009). A cross-cultural study of adolescent procrastination. Journal of Research on Adolescence, 19(4), 799–811.

    Article  Google Scholar 

  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001.

    Article  Google Scholar 

  • Klibert, J., Langhinrichsenrohling, J., Luna, A., & Robichaux, M. (2011). Suicide proneness in college students: Relationships with gender, procrastination, and achievement motivation. Death Studies, 35(7), 625–645. https://doi.org/10.1080/07481187.2011.553311.

    Article  Google Scholar 

  • Krause, K., & Freund, A. M. (2016). It’s in the means: Process focus helps against procrastination in the academic context. Motivation and Emotion, 40(3), 422–437. https://doi.org/10.1007/s11031-016-9541-2.

    Article  Google Scholar 

  • Mackinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58(58), 593–614.

    Article  Google Scholar 

  • Madhan, B., Kumar, C. S., Naik, E. S., Panda, S., Gayathri, H., & Barik, A. K. (2012). Trait procrastination among dental students in India and its influence on academic performance. Journal of Dental Education, 76(10), 1393–1398.

    Google Scholar 

  • Martín-Albo, J., Núñez, J. L., Navarro, J. G., & Grijalvo, F. (2007). The Rosenberg self-esteem scale: Translation and validation in university students. The Spanish Journal of Psychology, 10(2), 458–467.

    Article  Google Scholar 

  • Masson, A. M., Hoyois, Ph, Cadot, M., Nahama, V., Petit, F., & Ansseau, M. (2004). Les filles réussissent mieux que les garçons à l’université : étude et modélisation des facteurs relatifs à la motivation et à l’agressivité mis en jeu lors des épreuves. L’Encéphale, 30(1), 1–15.

    Article  Google Scholar 

  • Mortazavi, F., Mortazavi, S. S., & Khosrorad, R. (2015). Psychometric properties of the Procrastination Assessment Scale-Student (PASS) in a student sample of sabzevar university of medical sciences. Iranian Red Crescent Medical Journal, 17(9), e28328. https://doi.org/10.5812/ircmj.28328.

    Article  Google Scholar 

  • Neureiter, M., & Traut-Mattausch, E. (2016). An inner barrier to career development: Preconditions of the impostor phenomenon and consequences for career development. Frontiers in Psychology, 7(48), 48–63.

    Google Scholar 

  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29(1), 3–19. https://doi.org/10.1080/0260293042000160384.

    Article  Google Scholar 

  • Osiurak, F., Faure, J., Rabeyron, T., Morange, D., Dumet, N., Tapiero, I., et al. (2015). Predictors of academic procrastination: Self-determined motivation, self-esteem and degree of maximization. Pratiques Psychologiques, 21(1), 19–33. https://doi.org/10.1016/j.prps.2015.01.001.

    Article  Google Scholar 

  • Phan, H. P., & Ngu, B. H. (2014). Interrelations between self-esteem and personal self-efficacy in educational contexts: An empirical study. International Journal of Applied Psychology, 4(3), 108–120.

    Google Scholar 

  • Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. https://doi.org/10.3758/brm.40.3.879.

    Article  Google Scholar 

  • Rebetez, M. M. L., Rochat, L., & Linden, M. V. D. (2015). Cognitive, emotional, and motivational factors related to procrastination: A cluster analytic approach. Personality and Individual Differences, 76, 1–6.

    Article  Google Scholar 

  • Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. The Journal of Psychology, 91(1), 93–114.

    Article  Google Scholar 

  • Rosário, P., Costa, M., Núñez, J. C., González-Pienda, J., Solano, P., & Valle, A. (2009). Academic procrastination: Associations with personal, school, and family variables. Spanish Journal of Psychology, 12(1), 118–127.

    Article  Google Scholar 

  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

  • Scent, C. L., & Boes, S. R. (2014). Acceptance and commitment training: A brief intervention to reduce procrastination among college students. Journal of College Student Psychotherapy, 28(2), 144–156. https://doi.org/10.1080/87568225.2014.883887.

    Article  Google Scholar 

  • Schreiber, J. B. (2008). Core reporting practices in structural equation modeling. Research in Social and Administrative Pharmacy, 4(2), 83–97. https://doi.org/10.1016/j.sapharm.2007.04.003.

    Article  Google Scholar 

  • Schreiber, J. B., Stage, F. K., King, J., Nora, A., & Barlow, E. A. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338.

    Article  Google Scholar 

  • Senécal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607–619. https://doi.org/10.1080/00224545.1995.9712234.

    Article  Google Scholar 

  • Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503.

    Article  Google Scholar 

  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65.

    Article  Google Scholar 

  • Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51–58.

    Article  Google Scholar 

  • Stuart, E. M. (2013). The relation of fear of failure, procrastination and self-efficacy to academic success in college for first and non first-generation students in private non-selective institution. Dissertation, University of Alabama.

  • Tan, C. X., Ang, R. P., Klassen, R. M., Yeo, L. S., Wong, I. Y. F., Huan, V. S., et al. (2008). Correlates of academic procrastination and students’ grade goals. Current Psychology, 27(2), 135–144.

    Article  Google Scholar 

  • Tian, L. (2006). Shortcoming and merits of Chinese version of Rosenberg (1965) Self-esteem Scale. Psychological Exploration, 26(98), 88–91.

    Google Scholar 

  • Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students. Journal of Experimental Education, 79(4), 478–504.

    Article  Google Scholar 

  • Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement, 68(3), 443–463.

    Article  Google Scholar 

  • Visser, L. B., Korthagen, F. A. J., & Schoonenboom, J. (2015). Influences on and consequences of academic procrastination of first-year student teachers. Pedagogische Studien, 92(6), 394–412.

    Google Scholar 

  • Wang, M., & Qian, M. (2015). The Chinese revision of Self-efficacy of Self-regulated Learning scale. China Journal of Health Psychology, 23, 1532–1536.

    Google Scholar 

  • Wang, S., Zhou, Y., Yu, S., Ran, L., Liu, X., & Chen, Y. (2015). Acceptance and commitment therapy and cognitive-behavioral therapy as treatments for academic procrastination: A randomized controlled group session. Research on Social Work Practice, 27, 48–58. https://doi.org/10.1177/1049731515577890.

    Article  Google Scholar 

  • Wäschle, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, M. (2014). Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols. Computers in Human Behavior, 41, 120–136.

    Article  Google Scholar 

  • Wolf, L., Stidham, A. W., & Ross, R. (2015). Predictors of stress and coping strategies of US accelerated vs. generic baccalaureate nursing students: An embedded mixed methods study. Nurse Education Today, 35(1), 201–205. https://doi.org/10.1016/j.nedt.2014.07.005.

    Article  Google Scholar 

  • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(95), 179–187. https://doi.org/10.1037/0022-0663.95.1.179.

    Article  Google Scholar 

  • Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Pratice, 16, 5–22. https://doi.org/10.12738/estp.2016.1.0108.

    Google Scholar 

  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.3102/00028312029003663.

    Article  Google Scholar 

  • Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Giunta, L. D., Milioni, M., et al. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158–162.

    Article  Google Scholar 

Download references

Acknowledgements

This work was supported by the Natural Science Foundation of Shandong Province [No. ZR2013CM039], and the comprehensive education and teaching reform program of Shandong University 2015.

Author information

Authors and Affiliations

  1. School of Nursing, Shandong University, 44 Wenhua Xi Road, Jinan, Shandong, China

    Yanting Zhang, Siqin Dong, Wenjie Fang, Xiaohui Chai, Jiaojiao Mei & Xiuzhen Fan

Authors
  1. Yanting Zhang
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Siqin Dong
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wenjie Fang
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Xiaohui Chai
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Jiaojiao Mei
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Xiuzhen Fan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xiuzhen Fan.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

The Medical Ethics Committee of Shandong University approved the study.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Zhang, Y., Dong, S., Fang, W. et al. Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Adv in Health Sci Educ 23, 817–830 (2018). https://doi.org/10.1007/s10459-018-9832-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-018-9832-3

Keywords

  • Academic procrastination
  • Self-esteem
  • Self-efficacy for self-regulation
  • Fear of failure
  • Undergraduates
  • Health professions