Implicit beliefs,achievement goals,and procrastination: A mediational analysis |
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| Authors: | Andrew J Howell Karen Buro |
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| Institution: | 1. School of Educational Studies and the Center for Research on STEM Teaching and Learning in the College of Education at Oklahoma State University, United States;2. School of Applied Health and Educational Psychology in the College of Education at Oklahoma State University, United States;3. Department of Enrollment Management, University of Science and Arts of Oklahoma, United States;1. Office of Institutional Effectiveness, University of Houston-Downtown, One Main Street, Suite 629-S, Houston, TX 77002, USA;2. Ohio State University, Dennis Learning Center, 250 Younkin, Columbus, OH 43201, USA;3. University of Houston, Department of Educational Psychology, 491 Farish Hall, Houston, TX 77204-5029, USA;1. Department of Psychology, Bielefeld University, P.O. Box 10 01 31, 33501 Bielefeld, Germany;2. Department of Psychology, University of Marburg, Gutenbergstr. 18, 35032 Marburg, Germany;3. Institute of Psychology, TU Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany |
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| Abstract: | As a maladaptive behavioural outcome, procrastination should correlate with beliefs about ability and achievement goals that are themselves relatively maladaptive. Accordingly, procrastination should be predicted by entity as opposed to incremental implicit theories (i.e., viewing attributes such as ability as relatively fixed vs. malleable, respectively) and by avoidance goal orientations as opposed to approach goal orientations. Among 397 undergraduates, entity beliefs and mastery-avoidance goals positively predicted procrastination whereas incremental beliefs and mastery-approach and performance-approach goals negatively predicted procrastination. The prediction of procrastination by entity beliefs was mediated by mastery-avoidance goals. Results are cast in terms of self-regulatory models of procrastination. |
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