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Procrastination and Motivation Beliefs of Adolescents: A Cross-Cultural Study Open Access


Other title
cross-cultural studies
motivation beliefs
Type of item
Degree grantor
University of Alberta
Author or creator
Hannok, Wanwisa
Supervisor and department
Klassen, Robert (Educational Psychology)
Examining committee member and department
Prochner, Larry (Elementary Education)
Ranta, Leila (Educational Psychology)
Pychyl, Timothy (Psychology)
Daniels, Lia (Educational Psychology)
Buck, George (Educational Psychology)
Department of Educational Psychology

Date accepted
Graduation date
Doctor of Philosophy
Degree level
Using a mixed methods approach, this dissertation included two studies exploring procrastination and academic motivation beliefs of adolescents from Canada and Thailand. Study 1 examined the relationships between procrastination, motivation beliefs—self-efficacy, self-efficacy for self-regulated learning, self-esteem, and test anxiety—and academic performance and explored significant predictors of adolescent procrastination across two cultures. In this study, 312 Canadian and 401 Thai adolescents from secondary schools in an urban area in western Canada and an urban area in North-Eastern Thailand completed a 47-item survey containing procrastination and four motivation measures. In Study 2, semi-structured interviews were conducted with 14 Thai adolescents representing low and high achieving students, to provide additional information about the role of motivation on adolescent procrastination and investigate academic procrastination of Thai adolescents in more depth. The quantitative findings demonstrated that all motivation variables significantly predicted procrastination, with self-efficacy for self-regulated learning strongly influencing adolescents across cultures. Findings from the qualitative study revealed six themes pertaining to academic procrastination: a) definitions of procrastination, b) antecedents of procrastination, c) consequences of procrastination, d) overcoming procrastination, e) the role of motivation, and f) the role of cultures on motivation, achievement, and procrastination. Quantitative and qualitative findings were integrated and discussed in order to provide insights into adolescent procrastination. Theoretical and educational implications as well as suggestions for future research were also provided.
License granted by Wanwisa Hannok ( on 2011-01-31T02:34:49Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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