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Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept

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dc.contributor.authorSelçuk, Şule
dc.contributor.authorKoçak, Aylin
dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorMichou, Aikaterini
dc.contributor.authorSayıl, Melike
dc.date.accessioned2026-01-04T15:22:30Z
dc.date.issued2021-05-18
dc.description.abstractAbstractDo students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self‐concept in math. Three hundred fifty‐three adolescents (M age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self‐concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement‐oriented psychological control and negatively by perceived provision of structure by means of academic self‐concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.
dc.description.urihttps://doi.org/10.1002/pits.22542
dc.description.urihttps://dx.doi.org/10.1002/pits.22542
dc.description.urihttps://hdl.handle.net/11693/77639
dc.description.urihttp://hdl.handle.net/20.500.12485/932
dc.description.urihttps://aperta.ulakbim.gov.tr/record/238150
dc.identifier.doi10.1002/pits.22542
dc.identifier.eissn1520-6807
dc.identifier.endpage1798
dc.identifier.issn0033-3085
dc.identifier.openairedoi_dedup___::bf09f4e3280c5eaeeaff831a2fb78801
dc.identifier.orcid0000-0003-0933-8174
dc.identifier.orcid0000-0003-1601-9016
dc.identifier.orcid0000-0003-0325-8077
dc.identifier.scopus2-s2.0-85105909295
dc.identifier.startpage1782
dc.identifier.urihttps://hdl.handle.net/20.500.12597/38780
dc.identifier.volume58
dc.identifier.wos000651554800001
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofPsychology in the Schools
dc.rightsOPEN
dc.subjectAchievement‐oriented psychological control
dc.subjectConcept
dc.subjectAcademic self‐
dc.subjectAcademic procrastination
dc.subjectDependency‐oriented psychological control
dc.subjectPerceived structure
dc.subjectOriented psychological control
dc.subjectAchievement‐
dc.subjectAcademic self‐concept
dc.subjectDependency‐
dc.subject.sdg4. Education
dc.titleProcrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept
dc.typeArticle
dspace.entity.typePublication
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