Academic procrastination: the relationship between causal attribution styles and behavioral postponement.
Year: 2011
Type: article
Study design: Observational Study
Abstract: OBJECTIVE: This research was conducted to study the relationship between attribution and academic procrastination in University Students. METHODS: The subjects were 203 undergraduate students, 55 males and 148 females, selected from English and French language and literature students of Tabriz University. Data were gathered through Procrastination Assessment Scale-student (PASS) and Causal Dimension Scale (CDA) and were analyzed by multiple regression analysis (stepwise). RESULTS: The results showed that there was a meaningful and negative relation between the locus of control and controllability in success context and academic procrastination. Besides, a meaningful and positive relation was observed between the locus of control and stability in failure context and procrastination. It was also found that 17% of the variance of procrastination was accounted by linear combination of attributions. CONCLUSION: We believe that causal attribution is a key in understanding procrastination in academic settings and is used by those who have the knowledge of Causal Attribution styles to organize their learning.
Source: Europe PMC (PubMed Central)
Institution: University of Tabriz
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1582811775