Assessing the role of academic procrastination and subjective well-being in predicting satisfaction with the postgraduate program
DOI:
https://doi.org/10.22235/cp.v14i1.2078Keywords:
life satisfaction, procrastination, well-being, postgraduate studentsAbstract
The present study aimed to know the extent to which academic procrastination and subjective well-being are related to satisfaction with post-graduation. Participants were 263 postgraduate students, with a mean age of 29 years (SD = 6.48), with the majority of males (67.3%), single (60.1%) and the master (58%), who responded to the Academic Procrastination Scale, Scale of Satisfaction with the Postgraduate Program, Life Satisfaction Scale, Positive and Negative Affect Schedule and demographic questions. The results indicated that academic procrastination (-) and subjective well-being (+) predicted satisfaction with post-graduation. This tested model showed adequate fit indicators (χ²/g. l = 3.18, GFI = 0.98, CFI = 0.97, RMSEA = 0.048 and Pclose = 0.09). It may be concluded that academic procrastination and subjective well-being are important variables to understand the satisfaction with the postgraduate, favoring interventions that provide better adaptation to the postgraduate context.show the validity of the MBPQS to assess the sensitivity of caregivers of children with ASD
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References
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Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher education research & development, 35(2), 201-216. doi: 10.1080/07294360.2015.1087474
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13, 57-74.
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31, 439-459.
Balkis, M., & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Education Psychology, 15, 105-125. doi: 10.14204/ejrep.41.16042
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96. doi:10.1016/j.jad.2014.10.054
Celik, P., & Storme, M. (2017). Trait Emotional Intelligence Predicts Academic Satisfaction Through Career Adaptability. Journal of Career Assessment, 8, 1-12. doi:10.1177/1069072717723290
Chu, C. A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of" active" procrastination behavior on attitudes and performance. The Journal of social psychology, 145, 245-264. doi:10.3200/SOCP.145.3.245-264
Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57, 157-162. doi:10.1016/j.lindif.2017.04.010
Conley, C. S., Kirsch, A. C., Dickson, D. A., & Bryant, F. B. (2014). Negotiating the transition to college: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2, 195-210. doi:10.1177/2167696814521808
Dela Coleta, J. A., Lopes, J. E. F., & Dela Coleta, M. F. (2012). Felicidade, bem-estar subjetivo e variáveis sociodemográficas, em grupos de estudantes universitários. Psico-USF, 17(1), 129-139.
Diener, E. (2013). The remarkable changes in the science of subjective well-being. Perspectives on Psychological Science, 8, 663-666. doi: 10.1177/1745691613507583
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75. doi:10.1207/s15327752jpa4901_13
Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of Personality and Social Psychology, 47, 1105-1117.
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/Psychologie canadienne, 58(2), 87-104. http://dx.doi.org/10.1037/cap0000063
Diener, E., Oishi, S., & Lucas, R. E. (2015). National accounts of subjective well-being. American Psychologist, 70, 234-242. doi:10.1037/a0038899
Diener, E., Seligman, M. E. P., Choi, H., & Oishi, S. (2018). Happiest People Revisited. Perspectives on Psychological Science, 13(2), 176-184. doi: 10.1177/1745691617697077
Doyle J. A. & Paludi M. A. (1998). Sex and gender: The human experience (4th ed.). San Francisco: McGraw- Hill.
Faro, A. (2013). Estresse e estressores na pós-graduação: Estudo com mestrandos e doutorandos no Brasil. Psicologia: Teoria e Pesquisa, 29, 51-60. https://revistaptp.unb.br/index.php/ptp/article/view/717/60
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure”. European Journal of Personality, 15, 391–406. doi:10.1002/per.413.abs
Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3, 81-88. doi:10.1016/j.jcbs.2014.04.002
Gouveia, V. V., Milfont, T. L., Fonseca, P. N., & Coelho, J. A. P. M. (2009). Life satisfaction in Brazil: Testing the psychometric properties of the satisfaction with life scale (SWLS) in five Brazilian samples. Social Indicators Research, 90, 267-277. doi:10.1007/s11205-008-9257-0
Gouveia, V. V., Ribeiro, M. G. C., Loureto, G. D. L., Silva Neta, O. F. D., Gouveia, R. S., Vilar, R., & Freire, S. E. D. A. (2019). Escala de Afetos Positivos e Negativos (EAPN-10): evidências de sua adequação psicométrica. Temas em Psicologia, 27(1), 189-203. doi:10.9788/TP2019.1-14
Grunschel, C., & Schopenhauer, L. (2015). Why are students (not)motivated to change academic procrastination? An investigation based on the Transtheoretical Model of change. Journal of College Student Development, 56, 187–200. doi:10.1353/csd.2015.0012.
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. doi:10.1016/j.lindif.2016.06.008
Habelrih, E. A., & Hicks, R. E. (2015). Psychological well-being and its relationships with active and passive procrastination. International Journal of Psychological Studies, 7, 25-34. https://epublications.bond.edu.au/fsd_papers/247/
Häfner, A., Oberst, V., & Stock, A. (2014). Avoiding procrastination through time management: An experimental intervention study. Educational Studies, 40, 352–360. doi:10.1080/03055698.2014.899487
Hair, J. F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2015). Multivariate data analysis (7th edition). Upper Saddle River, NJ: Prentice Hall.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157. doi:10.1016/j.paid.2016.12.021
Kutlesa, N. (1998). Effect of group counseling with university students who complain of procrastination. Unpublished master’s thesis, University of Western Ontario, London, Ontario, Canada.
Lizote, S. A., Verdinelli, M. A., & Lana, J. (2011). Satisfação dos alunos dos cursos de pós-graduação lato sensu: um estudo através da modelagem em equações estruturais. XI Colóquio Internacional sobre Gestão na América do Sul. II Congresso Internacional IGLU. http://repositorio.ufsc.br/xmlui/handle/123456789/25968
Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27, 483-498.
Maddux, J. (2018). Subjective well-being and life satisfaction: an introducion to conceptions, theories, and measures. In: J. Maddux (Ed.). Subjective well-being and life satisfaction. (pp.3-32). New York: Routledge.
Marôco, J. (2014). Análise de Equações Estruturais: Fundamentos teóricos, software & aplicações (2ª ed.). Pero Pinheiro: ReportNumber, Lda.
McCloskey, J. D. (2011). Finally, my thesis on academic procrastination (Master’s thesis). Retrieved from ProQuest, UMI Dissertations Publishing.
Morris, P. E., & Fritz, C. O. (2015). Conscientiousness and procrastination predict academic coursework marks rather than examination performance. Learning and Individual Differences, 39, 193–198. doi:10.1016/j.lindif.2015.03.007
Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15, 446–462. https://doi.org/10.1177/1069072707305762
Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149, 241-257. doi:10.3200/SOCP.149.2.241-257
Paswan, A. K., & Young, J. A. (2002). Student evaluation of instructor: A nomological investigation using structural equation modeling. Journal of Marketing Education, 24, 193-202. doi:10.1177/0273475302238042
Pereira, C. R., Sindic, D., & Camino, L. (2013). Metodologia da pesquisa em psicologia social. In L. Camino, A. R. Torres, M. E. Lima, & M. E. Pereira (Eds.), Psicologia social: temas e teorias (pp. 109-186). Brasília: Technopolitik.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387-394. doi:10.1037/0022-0167.33.4.387
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational psychology, 99(1), 12 -25. doi:10.1037/0022-0663.99.1.12.
Scorsolini-Comin, F., Fontaine, A. M. G. V., Barroso, S. M., & Santos, M. A. (2016). Fatores associados ao bem-estar subjetivo em pessoas casadas e solteiras. Estudos de Psicologia, 33, 313-324. doi:10.1590/1982-02752016000200013
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51, 36-46. doi:10.1111/ap.12173
Tomomitsu, M. R. S. V., Perracini, M. R., & Neri, A. L. (2014). Fatores associados à satisfação com a vida em idosos cuidadores e não cuidadores. Ciencia & Saúde coletiva, 19, 3429-3440. doi:10.1590/1413-81232014198.13952013
Watson, D. C. (2001). Procrastination and the five-factor model: A facet level analysis. Personality and Individual Differences, 30, 149–158. doi:10.1016/S0191-8869(00)00019-2
Wilkins-Yel, K. G., Roach, C. M., Tracey, T. J., & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77. doi:10.1016/j.jvb.2018.06.006
Wiswall, M., & Zafar, B. (2014). Determinants of college major choice: Identification using an information experiment. The Review of Economic Studies, 82, 791-824. doi:10.1093/restud/rdu044
Yang, Z., Asbury, K., & Griffiths, M. D. (2018). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing. International Journal of Mental Health and Addiction, 1-19. doi:10.1007/s11469-018-9961-1
Yockey, R. D. (2016). Validation of the short form of the Academic Procrastination Scale. Psychological reports, 118, 171-179. doi:10.1177/0033294115626825
Bailey, T. H., & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher education research & development, 35(2), 201-216. doi: 10.1080/07294360.2015.1087474
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13, 57-74.
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31, 439-459.
Balkis, M., & Duru, E. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Education Psychology, 15, 105-125. doi: 10.14204/ejrep.41.16042
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of Affective Disorders, 173, 90-96. doi:10.1016/j.jad.2014.10.054
Celik, P., & Storme, M. (2017). Trait Emotional Intelligence Predicts Academic Satisfaction Through Career Adaptability. Journal of Career Assessment, 8, 1-12. doi:10.1177/1069072717723290
Chu, C. A. H., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of" active" procrastination behavior on attitudes and performance. The Journal of social psychology, 145, 245-264. doi:10.3200/SOCP.145.3.245-264
Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57, 157-162. doi:10.1016/j.lindif.2017.04.010
Conley, C. S., Kirsch, A. C., Dickson, D. A., & Bryant, F. B. (2014). Negotiating the transition to college: Developmental trajectories and gender differences in psychological functioning, cognitive-affective strategies, and social well-being. Emerging Adulthood, 2, 195-210. doi:10.1177/2167696814521808
Dela Coleta, J. A., Lopes, J. E. F., & Dela Coleta, M. F. (2012). Felicidade, bem-estar subjetivo e variáveis sociodemográficas, em grupos de estudantes universitários. Psico-USF, 17(1), 129-139.
Diener, E. (2013). The remarkable changes in the science of subjective well-being. Perspectives on Psychological Science, 8, 663-666. doi: 10.1177/1745691613507583
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49, 71-75. doi:10.1207/s15327752jpa4901_13
Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of Personality and Social Psychology, 47, 1105-1117.
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/Psychologie canadienne, 58(2), 87-104. http://dx.doi.org/10.1037/cap0000063
Diener, E., Oishi, S., & Lucas, R. E. (2015). National accounts of subjective well-being. American Psychologist, 70, 234-242. doi:10.1037/a0038899
Diener, E., Seligman, M. E. P., Choi, H., & Oishi, S. (2018). Happiest People Revisited. Perspectives on Psychological Science, 13(2), 176-184. doi: 10.1177/1745691617697077
Doyle J. A. & Paludi M. A. (1998). Sex and gender: The human experience (4th ed.). San Francisco: McGraw- Hill.
Faro, A. (2013). Estresse e estressores na pós-graduação: Estudo com mestrandos e doutorandos no Brasil. Psicologia: Teoria e Pesquisa, 29, 51-60. https://revistaptp.unb.br/index.php/ptp/article/view/717/60
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure”. European Journal of Personality, 15, 391–406. doi:10.1002/per.413.abs
Glick, D. M., Millstein, D. J., & Orsillo, S. M. (2014). A preliminary investigation of the role of psychological inflexibility in academic procrastination. Journal of Contextual Behavioral Science, 3, 81-88. doi:10.1016/j.jcbs.2014.04.002
Gouveia, V. V., Milfont, T. L., Fonseca, P. N., & Coelho, J. A. P. M. (2009). Life satisfaction in Brazil: Testing the psychometric properties of the satisfaction with life scale (SWLS) in five Brazilian samples. Social Indicators Research, 90, 267-277. doi:10.1007/s11205-008-9257-0
Gouveia, V. V., Ribeiro, M. G. C., Loureto, G. D. L., Silva Neta, O. F. D., Gouveia, R. S., Vilar, R., & Freire, S. E. D. A. (2019). Escala de Afetos Positivos e Negativos (EAPN-10): evidências de sua adequação psicométrica. Temas em Psicologia, 27(1), 189-203. doi:10.9788/TP2019.1-14
Grunschel, C., & Schopenhauer, L. (2015). Why are students (not)motivated to change academic procrastination? An investigation based on the Transtheoretical Model of change. Journal of College Student Development, 56, 187–200. doi:10.1353/csd.2015.0012.
Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170. doi:10.1016/j.lindif.2016.06.008
Habelrih, E. A., & Hicks, R. E. (2015). Psychological well-being and its relationships with active and passive procrastination. International Journal of Psychological Studies, 7, 25-34. https://epublications.bond.edu.au/fsd_papers/247/
Häfner, A., Oberst, V., & Stock, A. (2014). Avoiding procrastination through time management: An experimental intervention study. Educational Studies, 40, 352–360. doi:10.1080/03055698.2014.899487
Hair, J. F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2015). Multivariate data analysis (7th edition). Upper Saddle River, NJ: Prentice Hall.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157. doi:10.1016/j.paid.2016.12.021
Kutlesa, N. (1998). Effect of group counseling with university students who complain of procrastination. Unpublished master’s thesis, University of Western Ontario, London, Ontario, Canada.
Lizote, S. A., Verdinelli, M. A., & Lana, J. (2011). Satisfação dos alunos dos cursos de pós-graduação lato sensu: um estudo através da modelagem em equações estruturais. XI Colóquio Internacional sobre Gestão na América do Sul. II Congresso Internacional IGLU. http://repositorio.ufsc.br/xmlui/handle/123456789/25968
Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27, 483-498.
Maddux, J. (2018). Subjective well-being and life satisfaction: an introducion to conceptions, theories, and measures. In: J. Maddux (Ed.). Subjective well-being and life satisfaction. (pp.3-32). New York: Routledge.
Marôco, J. (2014). Análise de Equações Estruturais: Fundamentos teóricos, software & aplicações (2ª ed.). Pero Pinheiro: ReportNumber, Lda.
McCloskey, J. D. (2011). Finally, my thesis on academic procrastination (Master’s thesis). Retrieved from ProQuest, UMI Dissertations Publishing.
Morris, P. E., & Fritz, C. O. (2015). Conscientiousness and procrastination predict academic coursework marks rather than examination performance. Learning and Individual Differences, 39, 193–198. doi:10.1016/j.lindif.2015.03.007
Nauta, M. M. (2007). Assessing college students’ satisfaction with their academic majors. Journal of Career Assessment, 15, 446–462. https://doi.org/10.1177/1069072707305762
Özer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149, 241-257. doi:10.3200/SOCP.149.2.241-257
Paswan, A. K., & Young, J. A. (2002). Student evaluation of instructor: A nomological investigation using structural equation modeling. Journal of Marketing Education, 24, 193-202. doi:10.1177/0273475302238042
Pereira, C. R., Sindic, D., & Camino, L. (2013). Metodologia da pesquisa em psicologia social. In L. Camino, A. R. Torres, M. E. Lima, & M. E. Pereira (Eds.), Psicologia social: temas e teorias (pp. 109-186). Brasília: Technopolitik.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33, 387-394. doi:10.1037/0022-0167.33.4.387
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational psychology, 99(1), 12 -25. doi:10.1037/0022-0663.99.1.12.
Scorsolini-Comin, F., Fontaine, A. M. G. V., Barroso, S. M., & Santos, M. A. (2016). Fatores associados ao bem-estar subjetivo em pessoas casadas e solteiras. Estudos de Psicologia, 33, 313-324. doi:10.1590/1982-02752016000200013
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51, 36-46. doi:10.1111/ap.12173
Tomomitsu, M. R. S. V., Perracini, M. R., & Neri, A. L. (2014). Fatores associados à satisfação com a vida em idosos cuidadores e não cuidadores. Ciencia & Saúde coletiva, 19, 3429-3440. doi:10.1590/1413-81232014198.13952013
Watson, D. C. (2001). Procrastination and the five-factor model: A facet level analysis. Personality and Individual Differences, 30, 149–158. doi:10.1016/S0191-8869(00)00019-2
Wilkins-Yel, K. G., Roach, C. M., Tracey, T. J., & Yel, N. (2018). The effects of career adaptability on intended academic persistence: The mediating role of academic satisfaction. Journal of Vocational Behavior, 108, 67-77. doi:10.1016/j.jvb.2018.06.006
Wiswall, M., & Zafar, B. (2014). Determinants of college major choice: Identification using an information experiment. The Review of Economic Studies, 82, 791-824. doi:10.1093/restud/rdu044
Yang, Z., Asbury, K., & Griffiths, M. D. (2018). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing. International Journal of Mental Health and Addiction, 1-19. doi:10.1007/s11469-018-9961-1
Yockey, R. D. (2016). Validation of the short form of the Academic Procrastination Scale. Psychological reports, 118, 171-179. doi:10.1177/0033294115626825
Published
2020-03-02
How to Cite
Ana Karla Silva Soares, Lechuga de Andrade Filho, J. A., Costa Ribeiro, M. G. ., & Teixeira Rezende, A. . (2020). Assessing the role of academic procrastination and subjective well-being in predicting satisfaction with the postgraduate program. Ciencias Psicológicas, 14(1), e-2078. https://doi.org/10.22235/cp.v14i1.2078
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ORIGINAL ARTICLES
