ArticlePsychology research and behavior management2022
"Time is My Own Treasure": Parental Autonomy Support and Academic Procrastination Among Chinese Adolescents.
Article in Psychology research and behavior management, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- [The Impact of Parents' Autonomous Support on the Self-Identity of Adolescent Patients With Depression].Sichuan da xue xue bao. Yi xue ban = Journal of Sichuan University. Medical science edition · 2026Article
- Social support and academic procrastination in health professions students: the serial mediating effect of intrinsic learning motivation and academic self-efficacy.Advances in health sciences education : theory and practice · 2025Article
- How Perceived Positive Parenting Style Protects Against Academic Procrastination in Children: The Mediating Roles of Emotional Resilience and School Emotional Engagement.Behavioral sciences (Basel, Switzerland) · 2025Article
- Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study.BMC psychology · 2024Article
- The effects of procrastination on physical activity among Chinese university students: the chain-mediated effects of time management disposition and exercise motivation.Frontiers in psychology · 2024Article
- Academic Procrastination in Children and Adolescents: A Scoping Review.Children (Basel, Switzerland) · 2023Article
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Authors and funding
5 authors.
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Abstract
Purpose: Previous studies have shown that academic procrastination not only affects middle school students' academic performance but also causes them physical and psychological stress, as well as negative emotions. Therefore, it is necessary to explore the influencing factors of academic procrastination and its internal mechanisms. This study aims to explore the relationship between perceived parental autonomy support and academic procrastination, as well as the role of autonomous motivation and time management disposition. Participants and Methods: Cross-sectional data from 662 middle school students were collected using the Parental Autonomy Support Scale, Academic Procrastination Inventory for Middle School Students, Academic Self-Regulation Questionnaire and Adolescence Time Management Disposition Scale. SPSS and its PROCESS macro were used for data analysis. Results: After gender and age were controlled, the results showed that perceived parental autonomy support could not only directly predict middle school students' academic procrastination but also predict three paths of procrastination: (1) the mediating role of autonomous motivation, (2) the mediating role of time management disposition, and (3) the chain mediating role of autonomous motivation and time management disposition. Conclusion: Autonomous motivation and time management disposition played a chain mediating role in the relationship between perceived parental autonomy support and academic procrastination in middle school students.
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