Past-Positive time perspective predicts academic achievement via motivation, and procrastination might not be as bad as it seems

• Autores: Fernández Da Lama, Rocío Giselle; Brenlla, María Elena
• Año de publicación: 2022
• Idioma: inglés
• Tipo de recurso: artículo
• Fuente: Postprint del artículo publicado en: Journal of Applied Research in Higher Education, 2022
• Materia: ENCUESTAS; TIEMPO; PROCASTINACION; RENDIMIENTO ACADEMICO; PSICOMETRIA
• Institución: Pontificia Universidad Católica Argentina

Fil: Fernández Da Lama, Rocío Giselle. Pontificia Universidad Católica Argentina; Argentina
Fil: Brenlla, María Elena. Pontificia Universidad Católica Argentina; Argentina
Abstract: Purpose –Academic achievement has always been a concern in the high undergraduate’s community. Numerous studies have addressed psychological aspects of students’ academic life, however, past-positive time perspective (PP) -a warm and sentimental view of past events that took place in someone’s life-, has not been profoundly contemplated. The fact that students might organize their activities, employ different strategies to fulfill their tasks, and motivate themselves to pursue their academic goals based primarily on their past experiences calls the attention on conducting research on this time perspective dimension and its relationship with procrastination and academic motivation. It was hypothesized that PP time perspective would positively predict academic achievement via the mediation of academic motivation in a way that the potentiate effect of PP time perspective on academic achievement would be increased in highly motivated students, but this effect would be reduced in less motivated students. Also, it was hypothesized that the relationship between motivation and academic achievement would be negatively moderated by procrastination, such that academic achievement would increase with academic motivation, however, that increase would be attenuated by procrastination.