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.
Original language | English |
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Pages (from-to) | 111-119 |
Number of pages | 9 |
Journal | Motivation and Emotion |
Volume | 38 |
Issue number | 1 |
DOIs | |
State | Published - 1 Feb 2014 |
Keywords
- Homework
- Motivation
- Procrastination
- Self-determination theory
- Self-efficacy
ASJC Scopus subject areas
- Social Psychology
- Experimental and Cognitive Psychology