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Correlates of academic procrastination and students' grade goals

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Published copy (DOI)

Author(s)

  • Crystal X. Tan
  • Rebecca P. Ang
  • Robert M. Klassen
  • Lay See Yeo
  • Isabella Y. F. Wong
  • Vivien S. Huan
  • Wan Har Chong

Department/unit(s)

Publication details

JournalCurrent psychology-Research & reviews
DatePublished - Jun 2008
Issue number2
Volume27
Number of pages10
Pages (from-to)135-144
Original languageEnglish

Abstract

This study examined correlates of academic procrastination and students' grade goals in a sample of 226 undergraduates from Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination. High self-efficacy for self-regulated learning also predicted students' expectations of doing well and low self-efficacy for self-regulated learning predicted students' expectations of not doing well academically. Additionally, help-seeking predicted students' expectations of doing well academically while academic stress predicted students' expectations of not doing well academically. Implications for education and educational practice were discussed.

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