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

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buir.contributor.authorMouratidis, Athanasios
buir.contributor.authorMichou, Aikaterini
buir.contributor.orcidMouratidis, Athanasios|0000-0003-0325-8077
buir.contributor.orcidMichou, Aikaterini|0000-0003-4324-5326
dc.citation.epage1798en_US
dc.citation.issueNumber9en_US
dc.citation.spage1782en_US
dc.citation.volumeNumber58en_US
dc.contributor.authorSelçuk, Ş.
dc.contributor.authorKoçak, A.
dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorMichou, Aikaterini
dc.contributor.authorSayıl, M.
dc.date.accessioned2022-03-01T08:15:39Z
dc.date.available2022-03-01T08:15:39Z
dc.date.issued2021-04-15
dc.departmentDepartment of Psychologyen_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractDo 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.en_US
dc.embargo.release2022-04-15
dc.identifier.doi10.1002/pits.22542en_US
dc.identifier.eissn1520-6807
dc.identifier.issn0033-3085
dc.identifier.urihttp://hdl.handle.net/11693/77639
dc.language.isoEnglishen_US
dc.publisherJohn Wiley & Sons, Inc.en_US
dc.relation.isversionofhttps://doi.org/10.1002/pits.22542en_US
dc.source.titlePsychology in the Schoolsen_US
dc.subjectAcademic procrastinationen_US
dc.subjectAcademic self‐concepten_US
dc.subjectAchievement‐oriented psychological controlen_US
dc.subjectDependency‐oriented psychological controlen_US
dc.subjectPerceived structureen_US
dc.titleProcrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concepten_US
dc.typeArticleen_US

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