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Correlates of Academic Procrastination and Students’ Grade Goals

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Abstract

This study examined correlates of academic procrastination and students’ grade goals in a sample of 226 undergraduates from Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination. High self-efficacy for self-regulated learning also predicted students’ expectations of doing well and low self-efficacy for self-regulated learning predicted students’ expectations of not doing well academically. Additionally, help-seeking predicted students’ expectations of doing well academically while academic stress predicted students’ expectations of not doing well academically. Implications for education and educational practice were discussed.

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Authors and Affiliations

  1. Nanyang Technological University, Singapore, Singapore

    Crystal X. Tan, Rebecca P. Ang, Lay See Yeo, Isabella Y. F. Wong, Vivien S. Huan & Wan Har Chong

  2. University of Alberta, Edmonton, Alberta, Canada

    Robert M. Klassen

  3. Division of Psychology, School of Humanities and Social Sciences, Nanyang Technological University, Nanyang Avenue, Singapore, 639798, Singapore

    Rebecca P. Ang

Authors
  1. Crystal X. Tan
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  2. Rebecca P. Ang
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  3. Robert M. Klassen
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  4. Lay See Yeo
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  5. Isabella Y. F. Wong
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  6. Vivien S. Huan
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  7. Wan Har Chong
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Corresponding author

Correspondence to Rebecca P. Ang.

Additional information

This project was partially supported by the Undergraduate Research Experience on Campus (URECA) program from Nanyang Technological University, Singapore.

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Tan, C.X., Ang, R.P., Klassen, R.M. et al. Correlates of Academic Procrastination and Students’ Grade Goals. Curr Psychol 27, 135–144 (2008). https://doi.org/10.1007/s12144-008-9028-8

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  • DOI: https://doi.org/10.1007/s12144-008-9028-8

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