Kljajic Kristina, Schellenberg Benjamin J I, Gaudreau Patrick
School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada.
Faculty of Kinesiology and Recreation Management, University of Manitoba, Winnipeg, MB, Canada.
Front Psychol. 2022 Feb 14;12:786249. doi: 10.3389/fpsyg.2021.786249. eCollection 2021.
Much is known about the antecedents and outcomes of procrastination when comparing students to one another (i.e., between-person level). However, little is known about the antecedents and outcomes of procrastination when comparing the courses taken by the students during a semester (i.e., within-person level). In this study, we proposed that examining procrastination at both levels of analysis should improve our understanding of the academic experience of students. At both levels, we examined the mediating role of procrastination in the associations between two dimensions of motivation (i.e., autonomous and controlled) and indicators of academic achievement (i.e., grades) and well-being (i.e., positive and negative affect). A sample of 359 university students completed questionnaires measuring their motivation, procrastination, and affect in each of their courses. The official final course grades were obtained at the end of the semester. Multilevel mediation analyses with structural equation modeling were conducted to test our hypotheses. At the between-person level, the indirect effects revealed that higher controlled motivation was significantly associated with worse outcomes (i.e., worse grades and higher negative affect) via higher levels of procrastination. At the within-person level, the indirect effects revealed that lower autonomous motivation was significantly associated with worse outcomes (i.e., worse grades, lower positive affect, and higher negative affect) via higher levels of procrastination. Overall, this study shows that different pathways at each level of analysis may explain how procrastination can be detrimental for the success and well-being of university students.
在将学生相互比较时（即个体间层面），我们对拖延行为的前因和后果已经有了很多了解。然而，在比较学生在一个学期内所修课程时（即个体内层面），我们对拖延行为的前因和后果却知之甚少。在本研究中，我们提出，在两个分析层面上考察拖延行为，应能增进我们对学生学术经历的理解。在这两个层面上，我们都考察了拖延行为在两种动机维度（即自主动机和受控动机）与学业成绩指标（即成绩）和幸福感指标（即积极情绪和消极情绪）之间的关联中所起的中介作用。359名大学生样本完成了问卷，问卷测量了他们在每门课程中的动机、拖延行为和情绪。学期末获得了官方的课程最终成绩。我们进行了带有结构方程模型的多层次中介分析，以检验我们的假设。在个体间层面，间接效应表明，较高的受控动机通过较高水平的拖延行为与较差的结果显著相关（即成绩较差和消极情绪较高）。在个体内层面，间接效应表明，较低的自主动机通过较高水平的拖延行为与较差的结果显著相关（即成绩较差、积极情绪较低和消极情绪较高）。总体而言，本研究表明，每个分析层面的不同路径可能解释了拖延行为如何对大学生的学业成功和幸福感产生不利影响。
