Year: 2021
Type: dissertation
Study design: Observational Study
Abstract: Researchers have noted the impact of various factors on academic success among university students but have yet to investigate how these factors influence academic engagement. Academic engagement is an important area, as it is associated with academic achievement, and is a concern in many post-secondary settings (Alrashidi et al., 2016). The focus of the present dissertation is the intersection of impulsivity, procrastination, and substance use with academic engagement. The first study examines the association between impulsivity and academic engagement, and considers the impacts of conscientiousness, neuroticism, self-efficacy, and life stress. The second study examines the association between procrastination and academic engagement, while testing the moderator roles of impulsivity, self-efficacy, and motivation. The third study examines whether the motivation to use alcohol and marijuana are associated with academic engagement, while considering impulsivity and stress as moderators. Results suggest that self-efficacy and conscientiousness impacts the association between impulsivity and academic engagement. Greater academic engagement also results in greater academic achievement regardless of impulsivity level. Intrinsic motivation and self-efficacy account for the relationship between passive procrastination and academic engagement. Overall, greater enhancement and expansion motive are associated with greater academic engagement, particularly among less impulsive individuals. The present studies identify areas that can be fostered to improve academic engagement, with implications for educators discussed.
Author: Antonette Scavone
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3138512028