ArticleBMC psychology2025
Teachers' academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- How digital stress affects academic procrastination and subjective well-being: mediating effect of ego depletion.BMC psychology · 2026Article
- Impact of diverse learning resources and support system on Chinese English language learners' motivation in virtual and traditional learning settings.Frontiers in psychology · 2026Article
- Examining the impact of positive psychological attributes on emotional stability and academic burnout among undergraduate students: a cross-sectional study.BMC psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
purposeThe present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers' academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative. RESEARCH DESIGN/
methodBy employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%. DATA ANALYSIS & STUDY
resultsThe gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers' academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students.
findingsFindings of the present study suggested that enhancing teachers' motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students' emotional and academic regulation to enhance learning outcomes. PRACTICAL IMPLICATIONS AND RECOMMENDATIONS: Based on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students' emotional and self-regulatory needs for better academic outcomes.
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