The Influence of Self-Efficacy, Subjective Well-Being and Self-control on Academic Procrastination
คำสำคัญ:
Academic Procrastination, Self-efficacy, Subjective Well-being, Self-control, Chinese College Studentsบทคัดย่อ
This study examined the effects of self-efficacy, subjective well-being, and self-control on academic procrastination among Chinese engineering students. The research employed a quantitative design, collecting data from 300 undergraduates in the Department of Electronics and Computer Science at Yunnan Metallurgical College. Stratified random sampling ensured proportional representation: 93 freshmen, 106 sophomores, and 101 juniors. Validated scales—including the General Self-Efficacy Scale (α = 0.84), College Student Subjective Well-being Scale (α = 0.90), Self-Control Scale (α = 0.84), and Procrastination Assessment Scale for Students (PASS) (α = 0.75)—were administered. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. Results demonstrated significant negative correlations between academic procrastination and self-efficacy (r = -0.42, p < 0.001), subjective well-being (r = -0.31, p < 0.001), and self-control (r = -0.52, p < 0.001). Regression analysis revealed self-control as the strongest predictor (β = -0.48), followed by self-efficacy (β = -0.22) and subjective well-being (β = -0.14). The combined model explained 31% of variance in procrastination (F(3,296) = 47.35, p < 0.001).
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