Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self-concept

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Selcuk S., Kocak A., Mouratidis A., Michou A., Sayıl F. M.

PSYCHOLOGY IN THE SCHOOLS, vol.58, no.9, pp.1782-1798, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 58 Issue: 9
  • Publication Date: 2021
  • Doi Number: 10.1002/pits.22542
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.1782-1798
  • Keywords: academic procrastination, academic self&#8208, concept, achievement&#8208, oriented psychological control, dependency&#8208, oriented psychological control, perceived structure, AUTONOMY-SUPPORT, MEDIATING ROLE, GENDER-DIFFERENCES, STUDENT ENGAGEMENT, LIFE SATISFACTION, TIME MANAGEMENT, ADOLESCENTS, ACHIEVEMENT, ASSOCIATIONS, MOTIVATION
  • TED University Affiliated: Yes


Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents' academic self-concept in math. Three hundred fifty-three adolescents (M-age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.