''I'll do it later'': Type of motivation, self-efficacy and homework procrastination

摘要

The aim of this study is to explore the role of motivation in the relations between self-efficacy and procrastination. One hundred seventy-one-fifth-grade students completed questionnaires that assessed the type of motivation the students have for homework, the level to which they procrastinate on doing homework, and their self-efficacy regarding homework. The results indicated that autonomous motivation both mediates and moderates the relations between self-efficacy and procrastination. These results highlight the importance of students' type of motivation for homework, suggesting procrastination cannot be reduced simply by addressing students' self-efficacy; but, they must be supported to adopt a more autonomous type of motivation.