Kovačević, Sanja.
(2017).
Academic procrastination, task value and self-efficacy as predictors of student engagement in physics.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Bernardić Pavlin, Nina].
Abstract
The aim of this study was to examine whether the individual differences in students' physics engagement can be predicted by academic procrastination, task value and self-efficacy. Student engagement was defined as a multidimensional construct that consists of three components: behavioral, cognitive and emotional. The study has been conducted in two separate high schools in Zagreb, and the sample consisted of 265 third and fourth grade students. They completed Student engagement in Physics scale, Tuckman's procrastination scale, Subjective task value scale that measured three different components (intrinsic, attainment and utility value) and Self-efficacy scale. In a hierarchical regression model, task value positively predicted all three components of student engagement. Self-efficacy was a significant positive predictor of cognitive and emotional engagement, while academic procrastination was a significant negative predictor of behavioral and cognitive engagement. This combination of predictors was the most effective for cognitive, slightly less for behavioral, and least effective for predicting emotional engagement.
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