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“I’ll do it later”: Type of motivation, self-efficacy and homework procrastination

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Abstract

The aim of this study is to explore the role of motivation in the relations between self-efficacy and procrastination. One hundred seventy-one-fifth-grade students completed questionnaires that assessed the type of motivation the students have for homework, the level to which they procrastinate on doing homework, and their self-efficacy regarding homework. The results indicated that autonomous motivation both mediates and moderates the relations between self-efficacy and procrastination. These results highlight the importance of students’ type of motivation for homework, suggesting procrastination cannot be reduced simply by addressing students’ self-efficacy; but, they must be supported to adopt a more autonomous type of motivation.

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  1. Department of Education, Ben-Gurion University, P.O. Box 653, 84105, Beer-Sheva, Israel

    Idit Katz, Keren Eilot & Noa Nevo

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  1. Idit Katz
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  2. Keren Eilot
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Katz, I., Eilot, K. & Nevo, N. “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motiv Emot 38, 111–119 (2014). https://doi.org/10.1007/s11031-013-9366-1

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