Role conflict and academic procrastination : a self-determination perspective

Authors: Sénécal, CarolineJulien, ÉtienneGuay, Frédéric
Abstract: The purpose of the present study was to propose and test a model of role conflict and academic procrastination. This model posits that non-self-determined motivations toward school and interpersonal relationships are positively related to role conflict between these two life domains. In turn, role conflict between school and interpersonal relationships is expected to be positively related to academic procrastination. Participants were 292 university students. Results from structural equation modeling supported the model. It thus appears that self-determination and role conflict are important to foster our understanding of academic procrastination. Theoretical implications of the findings are discussed.
Document Type: Article de recherche
Issue Date: 3 January 2003
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/14015
This document was published in: European Journal of Social Psychology, Vol. 33 (1), 135–145 (2003)
https://doi.org/10.1002/ejsp.144
John Wiley & Sons
Alternative version: 10.1002/ejsp.144
Collection:Articles publiés dans des revues avec comité de lecture

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