Perfectionism and Self-Efficacy Beliefs as Procrastination Predictors

被引：0

作者：

Pinheiro, Mirelle ^{[1
]}

Ferraz, Adriana ^{[2
]}

Mansur-Alves, Marcela ^{[3
]}

Oshiro, Claudia ^{[4
]}

机构：

[1] Univ Sao Paulo, Psicol Clin, Ave Prof Mello Moraes 1721,Cidade Univ, Sao Paulo, SP, Brazil

[2] Ctr Univ Brasilia CEUB, Programa Posgrad Stricto Sensu Psicol, Quadra SEPN 707-907, Brasilia, DF, Brazil

[3] Univ Federalde Minas Gerais UFMG, Dept Psicol, Ave Antonio Carlos 6627,Sala 4010, BR-31270901 Belo Horizonte, MG, Brazil

[4] Clin Univ Sao Paulo, Dept Psicol, Ave Prof Mello Moraes 1721,Cidade Univ, Sao Paulo, SP, Brazil

来源：

REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA | 2024年 / 3卷 / 73期

关键词：

perfectionism; self-efficacy; procrastination; college students; ORIENTED PERFECTIONISM; ACADEMIC-PERFORMANCE; MOTIVATION; MEDIATOR;

D O I：

10.21865/RIDEP73.3.08

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

The purpose of this article is to report on the investigation of the relationships between perfectionism, academic self-efficacy, and active/passive procrastination using two mediation models. It also investigates possible differences in the manifestation of these constructs according to the time of the course. The sample consisted of 376 Brazilian university students (Mean age=24 years; SD=7.34), with the majority being female (72.6%). Self-report questionnaires measured the variables. Data was analyzed using inferential statistics. The results showed that perfectionism and self-efficacy significantly explained the variance in active and passive procrastination. The model with perfectionism as mediator proved to be more plausible. Freshman and intermediate students significantly differed in perfectionism and active procrastination. In conclusion, these findings suggest that perfectionism and self-efficacy play a role in active and passive procrastination among university students.

引用

页码：105 / 122

页数：18

共 35 条

[1]

BANDURA A, 1991, NEBR SYM MOTIV, V38, P69

[2] Health promotion by social cognitive means [J].

Bandura, A .

HEALTH EDUCATION & BEHAVIOR, 2004, 31 (02) :143-164

[3] DIFFERENTIAL ENGAGEMENT OF SELF-REACTIVE INFLUENCES IN COGNITIVE MOTIVATION [J].

BANDURA, A ;

CERVONE, D .

ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES, 1986, 38 (01) :92-113

[4]

Bandura A., 1997, SELF EFFICACY EXERCI, DOI [10.1891/08898391.13.2.158, DOI 10.1891/08898391.13.2.158]

[5] Self-Efficacy in Health Care in Prediction of Life Satisfaction [J].

Blanco Ornelas, Luis H. ;

Diaz-Leal, Ana C. ;

Ornelas Contreras, Martha ;

Mondaca Fernandez, Fernando ;

Solano Pinto, Natalia .

REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA, 2019, 3 (52) :53-65

[6] Do adaptive perfectionism and self-determined motivation reduce academic procrastination? [J].

Burnam, Abigail ;

Komarraju, Meera ;

Hamel, Rachel ;

Nadler, Dustin R. .

LEARNING AND INDIVIDUAL DIFFERENCES, 2014, 36 :165-172

[7] Why Not Procrastinate? Development and Validation of a New Active Procrastination Scale [J].

Choi, Jin Nam ;

Moran, Sarah V. .

JOURNAL OF SOCIAL PSYCHOLOGY, 2009, 149 (02) :195-211

[8] A critique of the construct validity of active procrastination [J].

Chowdhury, Shamarukh F. ;

Pychyl, Timothy A. .

PERSONALITY AND INDIVIDUAL DIFFERENCES, 2018, 120 :7-12

[9]

Chu A. H. C., 2005, The Journal of Social, DOI [10.1007/s10942-016-0235-1, DOI 10.1007/S10942-016-0235-1]

[10] Committed action: An initial study on its association to procrastination in academic settings [J].

Gagnon, Joel ;

Dionne, Frederick ;

Pychyl, Timothy A. .

JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE, 2016, 5 (02) :97-102

← 1 2 3 4 →