Academic Procrastination in Undergraduate Students: Understanding the Role of Basic Psychological Need Satisfaction and Frustration and Academic Motivation
DOI :
https://doi.org/10.53967/cje-rce.v45i3.5293Mots-clés :
motivation scolaire, procrastination scolaire, théorie de l’autodétermination , santé mentale des étudiants de premier cycleRésumé
La procrastination est particulièrement répandue dans la population étudiante postsecondaire, avec des taux de prévalence allant de 70 à 95 %. Les étudiants citent systématiquement la motivation, ou le manque de motivation, comme l’une des principales sources de leur procrastination. L’une des théories les plus importantes expliquant la motivation est la théorie de l’autodétermination (TAD). Malgré les liens directs entre la motivation et la procrastination, cette dernière a rarement été examinée sous l’angle de la TAD. La présente étude examine la relation entre la satisfaction et l’insatisfaction des besoins psychologiques fondamentaux (BPF), et la motivation et la procrastination scolaires. Un échantillon de 617 étudiants de premier cycle a rempli un questionnaire en ligne portant sur leur expérience universitaire. Une analyse de médiation des données a été réalisée à l’aide de modèles d’équations structurelles. Les résultats indiquent que la motivation scolaire a un effet médiateur significatif sur la relation entre la satisfaction des BPF et la procrastination, mais pas sur la relation entre l’insatisfaction des BPF et la procrastination. Ces résultats démontrent l’importance de satisfaire les BPF des étudiants de premier cycle, car cela peut augmenter leur motivation scolaire et, par conséquent, réduire leur procrastination.
Statistiques
Références
Aremu, A. O., Williams, T. M., & Adesina, F. (2011). Influence of procrastination and personality types on academic achievement and efficacy of in-school adolescents in Ibadan. IFE PsychologIA: An International Journal, 19(1), 93–113. https://hdl.handle.net/10520/EJC38859
Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now. Da Capo Press.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165–172. https://doi.org/10.1016/j.lindif.2014.10.009
Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum Associates.
Carter, R. L. (2006). Solutions for missing data in structural equation modeling. Research & Practice in Assessment, 1(1), 4–7. https://files.eric.ed.gov/fulltext/EJ1062693.pdf
Caruana, E. J., Roman, M., Hernández-Sánchez, J., & Solli, P. (2015). Longitudinal studies. Journal of Thoracic Disease, 7(11), 537–540. https://doi.org/10.3978/j.issn.2072-1439.2015.10.63
Cavusoglu, C., & Karatas, H. (2015). Procrastination of undergraduates: Self-determination theory and academic motivation. The Anthropologist, 20(3), 735–743. https://doi.org/10.1080/09720073.2015.11891780
Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4). https://www.researchgate.net/profile/SallyannGoncalves/publication/315944922_Obstacles_to_Success_for_the_Nontraditional_Student_in_Higher_Education/links/59e64b3ca6fdcc0e882484ea/Obstacles-to-Success-for-the-Nontraditional-Student-in-Higher-Education.pdf#page=4
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, T., Ryan, R. M., Sheldon, K., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). BPN satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. http://dx.doi.org/10.1007/s11031-014-9450-1
Codina, N., Valenzuela, R., Pestana, J. V., & Gonzalez-Conde, J. (2018). Relations between student procrastination and teaching styles: Autonomy-supportive and controlling. Frontiers in Psychology, 9(809). http://dx.doi.org/10.3389/fpsyg.2018.00809
Cordeiro, P., Paixão, P., Lens, W., Lacante, M., & Luyckx, K. (2016). The Portuguese validation of the BPN Satisfaction and Frustration Scale: Concurrent and longitudinal relations to well-being and ill-being. Psychologica Belgica, 56(3), 193–209. https://doi.org/10.5334/pb.252
Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
Deci, E. L., Ryan, R. M., Gagné, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930–942. https://doi.org/10.1177/0146167201278002
Dunn, K. (2014). Why wait? The influence of academic self-regulation, intrinsic motivation, and statistics anxiety on procrastination in online statistics. Innovative Higher Education, 39(1), 33–44. https://doi.org/10.1007/s10755-013-9256-1
Ertz, M., Karakas, F., & Sarigöllü, E. (2016). Exploring pro-environmental behaviors of consumers: An analysis of contextual factors, attitude, and behaviors. Journal of Business Research, 69(10), 3971–3980. https://doi.org/10.1016/j.jbusres.2016.06.010
Fairchild, A. J., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating existing and new validity evidence for the Academic Motivation Scale. Contemporary Educational Psychology, 30(3), 331–358. https://doi.org/10.1016/j.cedpsych.2004.11.001
Faye, C., & Sharpe, D. (2008). Academic motivation in university: The role of basic psychological needs and identity formation. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 40(4), 189–199. https://doi.org/10.1037/a0012858
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20(3), 257–274. https://lrcs.uqam.ca/wp-content/uploads/2017/04/Academic-motivation-and-school-performance.pdf
Frielink, N., Schuengel, C., & Embregts, P. J. (2018). Autonomy support, need satisfaction, and motivation for support among adults with intellectual disability: Testing a self-determination theory model. American Journal on Intellectual and Developmental Disabilities, 123(1), 33–49. https://doi.org/10.1352/1944-7558-123.1.33
Grund, A., & Fries, S. (2018). Understanding procrastination: A motivational approach. Personality and Individual Differences, 121, 120–130. https://doi.org/10.1016/j.paid.2017.09.035
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: An interview study. European Journal of Psychology of Education, 28(3), 841–861. https://doi.org/10.1007/s10212-012-0143-4
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(Part 3), 26–36. https://doi.org/10.1016/j.psychsport.2014.08.013
Hussain, I., & Sultan, S. (2010). Analysis of procrastination among university students. Procedia-Social and Behavioral Sciences, 5, 1897–1904. https://doi.org/10.1016/j.sbspro.2010.07.385
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84(4), 686–701. https://doi.org/10.1080/00220973.2015.1083522
Katz, B., Jaeggi, S., Buschkuehl, M., Stegman, A., & Shah, P. (2014). Differential effect of motivational features on training improvements in school-based cognitive training. Frontiers in Human Neuroscience, 8(242). https://doi.org/10.3389/fnhum.2014.00242
Katz, I., Eilot, K., & Nevo, N. (2014). “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38(1), 111–119. https://doi.org/10.1007/s11031-013-9366-1
Kelly, A. C., Zuroff, D. C., Leybman, M. J., Martin, E. A., & Koestner, R. (2008). Satisfied groups and satisfied members: Untangling the between- and within-groups effects of need satisfaction. Journal of Applied Social Psychology, 38(7), 1805–1826. https://doi.org/10.1111/j.1559-1816.2008.00370.x
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038
Klaeijsen, A., Vermeulen, M., & Martens, R. (2018). Teachers’ innovative behaviour: The importance of BPN satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research, 62(5), 769–782. https://doi.org/10.1080/00313831.2017.1306803
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001
Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54(4), 397–412. 10.1353/csd.2013.0060
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233–248. 10.1111/j.1467-6494.1984.tb00879.x
Krijgsman, C., Vansteenkiste, M., van Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T., & Haerens, L. (2017). Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55, 202–211. https://doi.org/10.1016/j.lindif.2017.03.017
León, J., & Núñez, J. L. (2013). Causal ordering of BPN and well-being. Social Indicators Research, 114(2), 243–253. 10.1007/s11205-012-0143-4
Levesque-Bristol, C., Maybee, C., Parker, L. C., Zywicki, C., Connor, C., & Flierl, M. (2019). Shifting culture: Professional development through academic course transformation. Change: The Magazine of Higher Learning, 51(1), 35–41. https://doi.org/10.1080/00091383.2019.1547077
Li, C., Wang, C. J., Pyun, D. Y., & Kee, Y. H. (2013). Burnout and its relations with basic psychological needs and motivation among athletes: A systematic review and meta-analysis. Psychology of Sport and Exercise, 14(5), 692–700. https://doi.org/10.1016/j.psychsport.2013.04.009
Litalien, D., Morin, A. J., Gagné, M., Vallerand, R. J., Losier, G. F., & Ryan, R. M. (2017). Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation. Contemporary Educational Psychology, 51, 67–82. https://doi.org/10.1016/j.cedpsych.2017.06.010
Liu, J., Bartholomew, K., & Chung, P. K. (2017). Perceptions of teachers’ interpersonal styles and well-being and ill-being in secondary school physical education students: The role of need satisfaction and need frustration. School Mental Health, 9(4), 360–371. https://ueaeprints.uea.ac.uk/id/eprint/64400/1/Accepted_manuscript.pdf
Malkoç, A., & Mutlu, A. K. (2018). Academic self-efficacy and procrastination: Exploring the mediating role of academic motivation in Turkish university students. Universal Journal of Educational Research, 6(10), 2087–2093. 10.13189/ujer.2018.061005
Maryam, N., & Mohtaram, N. (2019). The mediating role of self-esteem and self-regulation in relation of BPN and psychological well-being. Psychological Studies, 15(2), 145–163. 10.22051/PSY.2019.24941.1853
Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide for students and researchers. SAGE.
Milyavskaya, M., & Koestner, R. (2011). Psychological needs, motivation, and well-being: A test of self-determination theory across multiple domains. Personality and Individual Differences, 50(3), 387–391. https://doi.org/10.1016/j.paid.2010.10.029
Mouratidis, A., Michou, A., & Vassiou, A. (2017). Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. Contemporary Educational Psychology, 48, 56–66. https://doi.org/10.1016/j.cedpsych.2016.09.001
Oram, R., Rogers, M., & DuPaul, G. (2020). Explaining the relationship between ADHD symptomatology and amotivation in the undergraduate population: The role of basic psychological need frustration. Canadian Journal of School Psychology, 35(2), 139–153. https://doi.org/10.1177/0829573519880063
Patrick, H., & Williams, G. C. (2012). Self-determination theory: Its application to health behavior and complementarity with motivational interviewing. International Journal of Behavioral Nutrition and Physical Activity, 9(18). https://doi.org/10.1186/1479-5868-9-18
Pychyl, T. A., Lee, J. M., Thibodeau, R., & Blunt, A. (2000). Five days of emotion: An experience sampling study of undergraduate student procrastination. Journal of Social Behavior and Personality, 15(5), 239. https://search.proquest.com/docview/1292314750?accountid=14701
Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734–746. https://www.lrcs.uqam.ca/wp-content/uploads/2017/04/Autonomous-controlled-and-amotivated-types-of-academic-motivation.pdf
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. https://doi.org/10.1080/00461520903028990
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394. https://doi.org/10.1037/0022-0167.33.4.387
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. http://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557–1586. https://doi.org/10.1111/j.1467-6494.2006.00420.x
Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., & Ferrari, J. R. (2004). Counseling the procrastinator in academic settings. American Psychological Association.
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of procrastination. Journal of Educational Psychology, 99(1), 12–25. https://doi.org/10.1037/0022-0663.99.1.12
Schultz, P. P., Ryan, R. M., Niemiec, C. P., Legate, N., & Williams, G. C. (2015). Mindfulness, work climate, and psychological need satisfaction in employee well-being. Mindfulness, 6(5), 971–985. https://doi.org/10.1007/s12671-014-0338-7
Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607–619. https://doi.org/10.1080/00224545.1995.9712234
Sirin, E. F. (2011). Procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447–455. https://academicjournals.org/article/article1379690340_Sirin.pdf
Solomon, L. J., & Rothblum, E. D. (1984). Procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Stead, R., Shanahan, M. J., & Neufeld, R. W. (2010). “I’ll go to therapy, eventually”: Procrastination, stress and mental health. Personality and Individual Differences, 49(3), 175–180. https://doi.org/10.1016/j.paid.2010.03.028
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173
Unanue, W., Dittmar, H., Vignoles, V. L., & Vansteenkiste, M. (2014). Materialism and well-being in the UK and Chile: Basic need satisfaction and basic need frustration as underlying psychological processes. European Journal of Personality, 28(6), 569–585. https://doi.org/10.1002/per.1954
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senecal, C., & Vallieres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159–172. https://doi.org/10.1177/0013164493053001018
van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73–85. https://doi.org/10.1016/j.edurev.2018.09.002
Vansteenkiste, M., Lens, W., De Witte, S., De Witte, H., & Deci, E. L. (2004). The ‘why’ and ‘why not’ of job search behaviour: Their relation to searching, unemployment experience, and well-being. European Journal of Social Psychology, 34(3), 345–363. https://doi.org/10.1002/ejsp.202
Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. https://doi.org/10.1037/a0032359
Vansteenkiste, M., & Sheldon, K. M. (2006). There’s nothing more practical than a good theory: Integrating motivational interviewing and self-determination theory. British Journal of Clinical Psychology, 45(1), 63–82. http://doi.org/10.1348/014466505X34192
Vij, J., & Lomash, H. (2014). Role of motivation in procrastination. International Journal of Scientific & Engineering Research, 5(8), 1065–1070. https://www.semanticscholar.org/paper/Role-of-Motivation-in-Academic-Procrastination-Vij-Lomash/732078d61a4572953cbd4f6739d52e9d6d8f574f
Weman-Josefsson, K., Lindwall, M., & Ivarsson, A. (2015). Need satisfaction, motivational regulations and exercise: Moderation and mediation effects. International Journal of Behavioral Nutrition and Physical Activity, 12(67). https://doi.org/10.1186/s12966-015-0226-0
Williams, J. G., Stark, S. K., & Foster, E. E. (2008). Start today or the very last day? The relationships among self-compassion, motivation, and procrastination. American Journal of Psychological Research, 4, 37–44. https://self-compassion.org/wp-content/uploads/publications/scmotivationprocrastination.pdf
Zacks, S., & Hen, M. (2018). Academic interventions for procrastination: A review of the literature. Journal of Prevention & Intervention in the Community, 46(2), 117–130. https://doi.org/10.1080/10852352.2016.1198154
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
© Société canadienne pour l'étude de l'éducation 2022
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons. Pour la permission de reproduire la totalité ou une partie d’un article, veuillez communiquer avec la directrice de la publication.
