ArticleAdvances in health sciences education : theory and practice2025
Social support and academic procrastination in health professions students: the serial mediating effect of intrinsic learning motivation and academic self-efficacy.
Article in Advances in health sciences education : theory and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- The Mediating Effects of Psychological Capital Between Undergraduate Nursing Students' Professional Commitment and Academic Procrastination.Nursing open · 2026Article
- Perceived social support and academic life satisfaction among medical students: the mediating role of academic procrastination.Frontiers in psychology · 2026Article
- Exploring heterogeneous profiles of academic performance among college students: a latent profile and LASSO regression analysis.Frontiers in psychology · 2026Article
- Structural equation modeling for influencing factors with quality care behavior among nursing assistants: a cross-sectional study.BMC nursing · 2025Article
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6 authors.
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Abstract
The effect of social support on academic procrastination among health professions students and its potential mechanism are yet to be fully explored. A serial mediation model informed by self-determination theory (SDT), was here established to explore that effect, as well as the mediating roles of academic self-efficacy and intrinsic learning motivation. This cross-sectional study involved 596 health professions students enrolled in different majors at a university in Shenyang, China. Data were collected through a questionnaire assessing basic demographic information, social support, academic procrastination, intrinsic learning motivation, and academic self-efficacy. Social support was found to be negatively correlated with academic procrastination. Intrinsic learning motivation and academic self-efficacy were both mediators that partially and jointly mediated the relationship between social support and academic procrastination. These results suggest that multifaceted social and educational interventions aimed at improving social support, intrinsic learning motivation and academic self-efficacy can reduce academic procrastination among health professions students.
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