Procrastination and relating components of cognition and perceived stress

No Thumbnail Available
Authors
Cahill, Aoife
Issue Date
2013
Degree
BA (Hons) in Psychology
Publisher
Dublin Business School
Rights
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
Abstract
The purpose of this study was to explore the relationship between procrastination, perceived stress and cognitive components of motivation and learning strategies. Participants included 81 undergraduate students in Dublin Business School. Students responded to self report measures including General Procrastination Scale, Motivated Strategies of Learning Questionnaire and Perceived Stress Scale. Pearson correlation revealed a significant positive relationship between procrastination and perceived stress as hypothesized. There was also significant positive correlation with Multiple regression indicated motivation and learning strategy factors were weak predictors of procrastination levels, with the exception of motivational sub-scale self-efficacy. Perceived stress was also found to have a significant positive relationship with test anxiety and a significant negative relationship with organization.
Collections