“Learning changes destiny”: the impact of social mobility beliefs on academic procrastination and the underlying mechanisms

Subjects: Psychology >> Educational Psychology submitted time 2024-04-09

Lun Wenqian Mo Liqinzi Bai Baoyu Zhong Nian

Abstract： Academic procrastination is a common phenomenon in the learning process across various student groups, which has been proven to affect individual’s academic achievement as well as mental health. Notably, academic procrastination has been further categorized into two types—passive procrastination and active procrastination. The former refers to forced delays to avoid unpleasant tasks and is considered “negative” procrastination, while the latter refers to the intentional postponing of tasks in order to achieve better results and is considered “positive” procrastination, both of which have significant psychological and behavioral impacts on individuals. Therefore, the present research aimed to test an internal cognitive-level antecedent—social mobility beliefs—of academic procrastination (i.e., passive procrastination and active procrastination). In particular, based on the cognitive-behavioral model, this research investigated whether social mobility beliefs could influence academic procrastination and, more specifically, whether they would reduce passive procrastination whereas promoting active procrastination. In addition, this research examined whether future time focus could act as a mediator in this relationship./t/nTo test the hypotheses, four studies were conducted in a mixed-method approach and using multi-source samples. In particular, using a sample of high school students, Study 1 was to provide initial correlational evidence for the association between social mobility beliefs and passive procrastination, as well as the mediating role of future time focus. Study 2 was still a survey study, aiming to extend Study 1 by using a college student sample and including a measure of active procrastination. Study 3 aimed to take one step further to provide causal evidence for the effect of social mobility beliefs on future time focus, active procrastination and passive procrastination. Following the experimental-chain-mediation approach, Study 4 aimed to further demonstrate the causal relationship between future time focus and active procrastination as well as passive procrastination by manipulating future time focus./t/nThe main findings of the present research are as follows. First, social mobility beliefs negatively predict and decrease passive procrastination. On the other hand, social mobility beliefs positively predict and increase active procrastination. Furthermore, the focus of future time plays a mediating role in the social mobility beliefs−passive procrastination association and social mobility beliefs−active procrastination association. These findings are observed among both high school students and college students./t/nThe present research contributes to the existing literature in the following ways, while also providing some practical implications. First, it innovatively investigates both passive procrastination and active procrastination and compare them, which has been relatively understudied. Second, it extends the consequences of social mobility beliefs in the academic realm, revealing that strong social mobility beliefs can weaken the tendency of passive procrastination but encourage active procrastination. Third, it discovers an internal cognitive factor that might account for academic procrastination, suggesting that social mobility beliefs can motivate students to avoid passive procrastination and engage in active procrastination. Moreover, it identifies the mediating role of future time focus underlying the effect of social mobility beliefs on passive procrastination and active procrastination. Practically, this research provides targeted recommendations for reducing passive procrastination among students and improving their academic motivations in the future.

Peer Review Status:Awaiting Review

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