International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 31 December 2024
Author/s:
Chen, Jing*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (759851295@qq.com)
Lopez, Elna R.
Lyceum of the Philippines University – Batangas, Philippines
Abstract:
The purpose of this study was to explore the relationship between academic procrastination, academic self-efficacy and self-control among Chinese college students. Through a questionnaire survey of 820 college students from southeastern part of China and a quantitative research method, this study used the Tuckman Procrastination Scale(TPS), Academic Self-Efficacy (ASE), Brief Self-Control Scale (BSCS) to assess the academic development of the subjects. The results show that academic efficacy has a significant negative impact on academic procrastination, that is, higher academic efficacy can significantly reduce academic procrastination. At the same time, self-control plays a partial mediating role between academic efficacy and academic procrastination, indicating that improving self-control ability can further strengthen the influence of academic efficacy on reducing academic procrastination. In addition, the study analyzed descriptive statistics of the participants’ basic information, including the dimensions of gender, grade, major category, location of residence, influence of people in choosing major, if only child of the family in order to gain a comprehensive understanding of the sample characteristics. This study provides new perspectives for understanding the academic development of Chinese university students, emphasizing the importance of academic procrastination, academic self-efficacy and self-control in promoting students’ academic development and personal achievement. The findings not only enrich theoretical knowledge in the field of academic development, but also provide an empirical basis for mental health education and counseling in higher education, suggesting the promotion of psychological intervention procedures that foster academic self-efficacy and self-control in universities to support their academic development and personal achievement.
Keywords: academic procrastination, academic self-efficacy, self-control, academic development
DOI: https://doi.org/10.5861/ijrse.2024.24770
Cite this article:
Chen, J., & Lopez, E. R. (2024). Academic procrastination, self-efficacy, and self-control among Chinese college students. International Journal of Research Studies in Education, 13(19), 103-136. https://doi.org/10.5861/ijrse.2024.24770
* Corresponding Author