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Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form

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Abstract

The aim of this study was to examine the role of self-regulation failure in procrastination. In addition, it also aimed to investigate the effects of procrastination on affective well-being and academic life satisfaction. Three hundred and twenty-eight undergraduate students participated in the study. The most obvious finding emerging from this study is that the absence or lack of self-regulation skills, as an indicator of underregulation, plays a significant role in procrastination among college students. Whether procrastination is an underregulation or misregulation form of self-regulation failure, it has a negative impact on students’ affective well-being. The contribution and implications of these findings were discussed in detail.

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Authors and Affiliations

  1. Faculty of Education, Pamukkale University, Denizli, Turkey

    Murat Balkis & Erdinç Duru

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  1. Murat Balkis
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  2. Erdinç Duru
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Correspondence to Murat Balkis.

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Murat Balkis. Faculty of Education, Pamukkale University, Denizli, Turkey. E-mail: mbalkis@pau.edu.tr

Current themes of research:

His current themes of research are academic procrastination, academic satisfaction, and academic achievement.

Publications in the field of Psychology of Education:

Duru, E. & Balkis, M. (2014). The roles of academic procrastination tendency on the relationships among self-doubt, self-esteem and academic achievement. Education and Science, 39(173), 274–287.

Balkıs, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal Cognitive and Behavioral Psychotherapies, 13(1), 57–74.

Balkis, M., Duru, E. & Buluş, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. European Journal of Psychology of Education. doi:10.1007/s10212-012-0142-5.

Balkis, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Eurasian Journal of Educational Research, 45, 1–16.

Balkis, M. & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationships with demographics and individual preferences. Journal of Theory and Practice in Education, 5(1), 18–32.

Erdinç Duru. Faculty of Education, Pamukkale University, Denizli, Turkey.

Current themes of research:

His current themes of research are academic procrastination, adjustment to college, loneliness, and social connectedness.

Publications in the field of Psychology of Education:

Duru, E. & Balkis, M. (2014). The roles of academic procrastination tendency on the relationships among self-doubt, self-esteem and academic achievement. Education and Science, 39(173), 274–287.

Balkis, M., Duru, E. & Buluş, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. European Journal of Psychology of Education. doi:10.1007/s10212-012-0142-5.

Duru, E. and Poyrazli, S. (2011). Perceived discrimination, social connectedness, and other predictors of adjustment difficulties among Turkish international students. International Journal of Psychology. doi:10.1080/00207594.2011.585158.

Balkis, M. & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers, and its relationships with demographics and individual preferences. Journal of Theory and Practice in Education, 5(1), 18–32.

Yaylı, D., & Duru, E. (2008). The adaptation of the Reader Self-Perception Scale to the 4th and 5th grade Turkish students. Eurasian Journal of Educational Research, 33, 193–210.

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Balkis, M., Duru, E. Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. Eur J Psychol Educ 31, 439–459 (2016). https://doi.org/10.1007/s10212-015-0266-5

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  • DOI: https://doi.org/10.1007/s10212-015-0266-5

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