Les déterminants de la procrastination académique : un modèle médiationnel du contexte familial et des processus du soi

Authors: Nadeau, Marie-FranceSénécal, CarolineGuay, Frédéric
Abstract: Connell and Wellborn proposed a model which posits that the social context influences the development of self system processes which in turn have an impact on school engagement. The purpose of the present study was to test the validity of the Connell and Wellborn's model in line with academic procrastination. The model suggests that self-determination in family activities (implication) and the quality of the relation between parents and their children (structure) are positively associated to children's self-system processes (competence, autonomy, and relatedness). Moreover, the model proposes that children's self-system processes are negatively related to academic procrastination. Participants were 100 families (father, other, and children) from the Quebec city area. Results from path analysis supported the model. Theoretical implications of the findings are discussed in line with Connell and Wellborn's model.
Document Type: Article de recherche
Issue Date: 1 April 2003
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/14016
This document was published in: Canadian Journal of Behavioural Science/Revue canadienne des Sciences du comportement, Vol. 35 (2), 97–110 (2003)
https://doi.org/10.1037/h0087192
University of Toronto Press
Alternative version: 10.1037/h0087192
Collection:Articles publiés dans des revues avec comité de lecture

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