Lacković, Emanuel.
(2014).
The relationship between motivational beliefs with academic procrastination and behavioral engagement.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to examine the relationships between students' competence perceptions and subjective task values with academic procrastination and behavioral engagement in mathematics. Expectancy-value model developed by Eccles et al. was used as a theoretical framework of the study. 267 third-year high school students participated in the study. Instruments assessing students' efficacy beliefs, self-efficacy to self-regulate, subjective task values, academic procrastination and behavioral engagement, were used in this study. The results have shown that academic procrastination was significantly negatively correlated with math grades, self-efficacy, self-efficacy to self-regulate and subjective task value, and significantly positively correlated with perceived cost. Behavioral engagement was significantly positively correlated with math grades, self-efficacy, self-efficacy to self-regulate and subjective task value, and significantly negatively correlated with perceived cost. Regression analysis revealed that examined predictors explained a small, but significant part of the academic procrastination variance. Significant predictors were self-efficacy to self- regulate, perceived cost and subjective task value. Also, regression analysis revealed that examined predictors explained a small part of behavioral engagement variance. Significant predictors were self-efficacy to self-regulate, subjective task value and perceived cost.
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