engleski

Procrastination and perfectionism as mediators between selfefficacy and academic achievement

Relationship of self-efficacy, procrastination and perfectionism with academic achievement have been well established. However, less is known about possible mediated effects especially when it comes to procrastination and perfectionism as mediators. The aim of this study was to examine the predictive contribution of selfefficacy, procrastination and perfectionism on academic achievement and to investigate possible mediating role of procrastination and perfectionism. A total of 227 university students (143 female, 84 male) completed measures of self-efficacy, procrastination and perfectionism and gave information about their GPA at the end of last academic year. In order to examine the effects of self-efficacy, procrastination and perfectionism on academic achievement hierarchical regression analysis was performed. As expected, it has shown that self-efficacy predicted higher academic achievement (β=.159, p<.05), and after controlling for its effects, procrastinations predicted lower academic achievement (β=-.223, p<.01). After controlling for both self-efficacy and procrastination, only adaptive perfectionism was a positive predictor of academic achievement (β=.241, p<.01). Furthermore, after entering procrastination in the equation, the effect of selfefficacy was no longer significant, and after entering perfectionism in the equation the effect of procrastination was no longer significant, which according to Baron and Kenny (1989) suggests mediation. In order to examine mediation, we used Preacher and Hayes’s bootstrapping method (Preacher and Hayes, 2008). Results suggest that lower self-efficacy predicts more procrastination, which than predicts lower standards, which then predict lower achievement (IE = .0027, CI = .0007 - .0065). However, even without procrastination, lower self-efficacy still predicts lower standards which predict lower achievement (IE = .0058, CI = .0013 - .0137). Therefore, are results support the hypothesis that both procrastination and perfectionism mediate the relationship between self-efficacy and academic achievement.

Self-efficacy, procrastination, perfectionism, academic achievement

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