Base de ressources pédagogiques en psychologie

Les dèterminants de la procrastination académique: Un modèle médiationnel du contexte familial et des processus du soi = The determinants of academic procrastination: A mediational model of the family context and processes of the self

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement

Marie-France Nadeau

Caroline Senécal

Frédéric Guay

Academic Achievement Motivation

Family

Models

Parent Child Relations

Procrastination

Self-Concept

academic procrastination

family context

models

parent child relations

school engagement

self

self-system processes

Connell and Wellborn proposed a model which posits that the social context influences the development of self system processes which in turn have an impact on school engagement. The purpose of the present study was to test the validity of the Connell and Wellborn's model in line with academic procrastination. The model suggests that self-determination in family activities (implication) and the quality of the relation between parents and their children (structure) are positively associated to children's self-system processes (competence, autonomy, and relatedness). Moreover, the model proposes that children's self-system processes are negatively related to academic procrastination. Participants were 100 families (father, other, and children) from the Quebec city area. Results from path analysis supported the model. Theoretical implications of the findings are discussed in line with Connell and Wellborn's model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

35

2

97-110

avril 2003

Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement

10.1037/h0087192

0008-400X

pdh

2003-02886-004