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This study examines mediator role of rational beliefs about studying in relation to academic procrastination, academic life satisfaction and academic achievement. Two hundred and ninety undergraduate students participated in this study. Findings showed that academic procrastination was negatively related to rational beliefs about studying, academic life satisfaction, and academic achievement. In contrast, rational beliefs about studying were positively related to academic life satisfaction and academic achievement. The results of Structural Equation Modeling (SEM) analyses showed that rational beliefs about studying mediated relationships between academic procrastination, academic life satisfaction and academic achievement. The SEM analyses also showed that academic life satisfaction mediated the relationships between academic procrastination and academic achievement, and rational beliefs about studying and academic achievement. Implications of these finding were discussed in detail.
Keywords: academic procrastination, rational beliefs about studying, academic life satisfaction, and academic achievement
Procrastination, as a behavior of unnecessary deferring of starting or completing any tasks, results in experiencing unhealthy emotions such as anxiety, depression, shame and blame, and it is a common problem among college students. As a form of procrastination, academic procrastination is defined "an irrational tendency to delay at the beginning or completion of an academic task" (Senécal, Julian, & Guay, 2003. p. 135). Academic procrastination seems to be more common constituting a problem of epidemic proportions among college students (Balkis & Dura, 2009; Ferrari, Johnson, & McCown, 1995; Özer, Demir, & Ferrari, 2009; Solomon & Rothblum, 1984). Solomon and Rothblum (1984) found that 46% of students reported that they procrastinate on academic tasks at least half of the time. Balkis and Duru (2009) noted that 23% of students reported that they procrastinate on academic tasks. Özer et al. (2009) reported that 52% of students procrastinate on academic tasks. A considerable number of students report that their procrastination behaviors result in their lower academic performance (Balkis & Duru, 2009; Ferrari, Johnson, & McCown, 1995; Özer et al, 2009; Solomon & Rothblum, 1984).
Considerable research has found that procrastination is related to higher course withdrawals (Rothblum, Solomon, & Murakami, 1986), depression (Martin, Flett, Hewitt, Krames,& Szanto, 1996; Störber & Joormann, 2001), anxiety (Störber & Joormann, 2001), stress(Stead, Shanahan,& Neufeld, 2010; Störber & Joormann, 2001; Tice & Baumeister, 1997), worry (Störber & Joormann, 2001), performance anxiety (Ferrari,...