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      • Department of Psychology
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      Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concept

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      Embargo Lift Date: 2022-04-15
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      Author(s)
      Selçuk, Ş.
      Koçak, A.
      Mouratidis, Athanasios
      Michou, Aikaterini
      Sayıl, M.
      Date
      2021-04-15
      Source Title
      Psychology in the Schools
      Print ISSN
      0033-3085
      Electronic ISSN
      1520-6807
      Publisher
      John Wiley & Sons, Inc.
      Volume
      58
      Issue
      9
      Pages
      1782 - 1798
      Language
      English
      Type
      Article
      Item Usage Stats
      63
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      55
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      Abstract
      Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self-concept in math. Three hundred fifty-three adolescents (M age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.
      Keywords
      Academic procrastination
      Academic self‐concept
      Achievement‐oriented psychological control
      Dependency‐oriented psychological control
      Perceived structure
      Permalink
      http://hdl.handle.net/11693/77639
      Published Version (Please cite this version)
      https://doi.org/10.1002/pits.22542
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      • Department of Psychology 216
      • Graduate School of Education 115
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