Cunningham, Christopher J. L.
Biderman, Michael D.; Ross, David
College of Arts and Sciences
University of Tennessee at Chattanooga
Place of Publication
The present study investigated a conditional model of dispositional and situational variables to predict academic procrastination and academic achievement. Traditional predictive models focus on personality traits, specifically conscientiousness and neuroticism. The dispositional variables of interest in the present study were self-regard, frustration intolerance, grit, and goal orientation. The situational variables were course/task self-efficacy, boredom, and task value. It was hypothesized that self-regard, frustration intolerance, grit, and goal orientation would each be associated with self-efficacy, boredom, task value, academic procrastination and academic achievement and that the conditional model would more strongly predict both academic procrastination and academic achievement than personality traits alone. The results from online survey collection (N = 206) strongly indicate that individual differences in belief-related dispositional and situational factors significantly improve traditional predictive models of academic procrastination and achievement. Future research should consider utilizing conditional models which incorporate these factors.
M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.
Procrastination -- Psychological aspects; Prediction of scholastic success
xi, 75 leaves
Littrell, Steven S., "Waiting for the right place and right time: belief content correlates of academic procrastination" (2016). Masters Theses and Doctoral Dissertations.