title: Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.
abstract: The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.
authors.affiliation: College of Education, School of Applied Health and Educational Psychology, Oklahoma State University, Stillwater, 74078, USA. kamden.strunk@okstate.edu
authors.forename: Kamden K
authors.initials: KK
authors.lastname: Strunk
authors.forename: Misty R
authors.initials: MR
authors.lastname: Steele
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D009042:Motivation; D020377:Self Efficacy; D012927:Social Control, Informal; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D014495:Universities