The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic.

Procrastination is a maladaptive behaviour that students often experience in academic activities and can result in negative consequences to mental health. The challenges imposed by the COVID-19 pandemic can contribute to increase procrastination behaviors in academic activities that the student does not like and in those he/she is passionate. The main objective of this research was to test an integrative model of passion, procrastination, satisfaction with life and psychological distress in students during pandemic.

Self-efficacy, procrastination, and burnout in post-secondary faculty: An international longitudinal analysis.

To address the present research gap on relations between motivational beliefs, self-regulation failure, and psychological health in post-secondary faculty, the present study used associative latent growth modeling to longitudinally examine relationships between self-efficacy, procrastination, and burnout (emotional exhaustion) in faculty internationally. Findings from 3,071 faculty participants (70% female, 69 countries) over three time points (5-6 month lags) showed greater self-efficacy at baseline to correspond with lower procrastination and burnout, and procrastination to be positively related to burnout (intercepts). Growth analyses additionally revealed stronger relations between increases in self-efficacy, procrastination, and burnout over time (slopes).

Technology, attributions, and emotions in post-secondary education: An application of Weiner's attribution theory to academic computing problems.

As technology becomes increasingly integrated with education, research on the relationships between students' computing-related emotions and motivation following technological difficulties is critical to improving learning experiences. Following from Weiner's (2010) attribution theory of achievement motivation, the present research examined relationships between causal attributions and emotions concerning academic computing difficulties in two studies. Study samples consisted of North American university students enrolled in both traditional and online universities (total N = 559) who responded to either hypothetical scenarios or experimental manipulations involving technological challenges experienced in academic settings.

Attributions of Responsibility and Blame for Procrastination Behavior.

The present study examined the relationship between procrastination, delay, blameworthiness, and moral responsibility. Undergraduate students (N = 240) were provided two scenarios in which the reason for inaction (procrastination, delay), the target (self, other), and the outcome (positive, negative) were manipulated, and students were asked to rate the moral responsibility and blameworthiness of the agent. Results indicated that individuals who procrastinated were seen as more morally responsible and blameworthy than those who experienced delay.