ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL
DOI:
https://doi.org/10.24212/2179-3565.2018v9i2p38-46Palabras clave:
Academic stress, Active procrastination, Passive procrastination, Academic self-efficacy, Academic performanceResumen
In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.
Descargas
Publicado
2018-06-30
Número
Sección
Papers
Licencia
This Journal is licensed under a Creative Commons Attribution-Non Commercial-No Derivers 4.0 International license.
1.The author (s) authorize the publication of the article in the journal;
2.The author (s) warrant that the contribution is original and unpublished and is not in the process of being evaluated in other journal (s);
3. The journal is not responsible for the opinions, ideas and concepts emitted in the texts, as they are the sole responsibility of its author (s);
4. The editors are entitled to make textual adjustments and to adapt the articles to the standards of publication.
