The Role of State and Trait Motivational Regulation for Procrastinatory Behavior in Academic Contexts: Insights from two Diary Studies

Published on Apr 1, 2021in Contemporary Educational Psychology
· DOI :10.1016/J.CEDPSYCH.2021.101951
Lisa Bäulke1
Estimated H-index: 1
(University of Augsburg),
Martin Daumiller7
Estimated H-index: 7
(University of Augsburg),
Markus Dresel19
Estimated H-index: 19
(University of Augsburg)
Abstract Academic procrastination can theoretically be conceptualized as a failure in motivational self-regulation. It can be assumed that besides the mere use of motivational regulation strategies, fitting motivational regulation strategies with the current motivational problem can also have beneficial effects on academic procrastination. As both academic procrastination and motivational regulation can be conceptualized as over time fluctuating and situation-specific behaviors, not only trait, but also state fractions of these constructs have to be considered. To elucidate the interrelations between academic procrastinatory behavior and motivational regulation, we therefore examined trait use, state use, trait fit, and state fit of motivational regulation strategies. To test their relevance for academic procrastinatory behavior, we conducted two longitudinal and situation-specific diary studies with 128 and 218 university students. Results of growth curve modeling indicate that academic procrastinatory behavior varies between persons, declines during exam preparation, and can be reduced by using well-fitting motivational regulation strategies. Specifically, both trait and state strategy fit were negatively associated with academic procrastinatory behavior, while mere strategy use was not.
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