Dissertations / Theses on the topic 'Academic procrastination；emotion regulation'

Academic procrastination is a common phenomenon among contemporary college students. This behavior seriously affected the graduation, physical and mental of college students. Playing games is a kind of procrastination behavior, which refers to short-term happiness through games and avoiding the pain caused by academic writing. The purpose of this article is to help students pay attention to using idle games to regulate emotions to reduce the frequency of academic writing procrastination. In terms of game design, the game type chosen is idle games. The study used the method of emotion regulation skill trend chart to divide the procrastinators into two groups for the experiment. The conclusion is that serious games based on learning emotion regulation can help procrastinators to improve their emotion regulation skills and reduce the frequency of procrastination to a certain extent.

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.39); asimismo, la dimensión Postergación de actividades correlaciona negativamente con Autoeficacia (-.23). Se halló también, que existen diferencias en las dos variables al comparar los tres grupos de alumnos por ciclos, los alumnos de ciclos intermedios presentan mayores niveles de postergación de actividades que los que inician estudios y que los que culminan los estudios, asimismo se encuentran diferencias por género; las mujeres presentan mayores niveles de autorregulación académica.<br>This research is cross-sectional study with correlational design (Hernández-Sampieri & Mendoza, 2018). The objective is to relate procrastination and self-efficacy in the academic context; 178 university students participated and were administered the Academic Procrastination Scale (EPA, Dominguez, Villegas & Centeno, 2014) and the Perceived Self-Efficacy Scale for Academic Situations (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). It was found that the variables are correlated, the academic self-regulation correlates positively with academic self-efficacy (.39); specifically, the postponement of activities dimension negatively correlates with self-efficacy (-.23) It was also found that there are differences in the two variables when comparing the three groups of students by semesters, the students of intermediate semesters present higher levels of postponement of activities than those who star studies and those how finish studies, also it was found there are differences between gender; women have higher levels of academic self-regulation.<br>Tesis

To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of emotion regulation theory as it pertains to children with social phobia/selective mutism. The results indicate that children with SM show elevated arousal and emotional reactivity across all interaction segments relative to other children. Unique affective, behavioral and physiological responses occur between and within groups in relation to situational demands. The temporal sequencing of behavioral and physiological responses suggests that behavioral deficits may be related to underutilized and/or deficient physiological response systems and that not speaking represents a primitive avoidance strategy by children with SM to regulate extreme physiological arousal.<br>ID: 031001331; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Deborah C. Beidel.; Title from PDF title page (viewed April 9, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 79-90).<br>Ph.D.<br>Doctorate<br>Psychology<br>Sciences<br>Psychology; Clinical Psychology

The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo<br>emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of &Ccedil<br>ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &amp<br>Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ) (Pekrun, Goetz, Titz, &amp<br>Perry, 2002), and Academic Self-Efficacy Scale (ASE) (Jerusalem &amp<br>Schwarzer, 1981) were used to collect the data. Confirmatory factor analyses (CFA) were performed for the ERT, anxiety subscale of AEQ, and ASE scale. All of the scales were working as intended. Cronbach alpha coefficients were .85 for test anxiety, .76 for ASE, and ranged from .58 to .75 for ERT scale. Four separate hierarchical regression analyses were conducted to examine the role of gender, cognitive appraisal processes (goal congruence, agency, and testing problem efficacy), academic self-efficacy, and test anxiety in predicting four emotion regulation strategies: task focusing, tension reduction, wishful thinking, and self blame strategies. For all strategies, almost all of the predictors were found statistically significant. Test anxiety was found to be the most powerful predictor for all the dependent variables. Girls tend to use more emotional regulation strategies than boys.

This dissertation presents a literature review on procrastination and more specifically research involving the domain of academic procrastination, characteristics/traits academic procrastinators exhibit, and two different types of academic procrastinators. Even though a comprehensive theory has not been established, social cognitive theory, attribution theory, and motivation theories contribute to our understanding of academic procrastination. Studies that investigate prevalence of high school and college students who procrastinate in international settings, and more specifically in the United States, are reviewed, along with the literature on the relationship between academic procrastination and achievement. Research has demonstrated with relative consistency that academic procrastination has significant adverse effects on academic progress (Ferrari et al., 2005; Moon & Illingworth, 2005) and that high percentages of undergraduate college students self-report they engage in academic procrastination (Steel, 2007). The literature review is followed by an investigation that utilizes an adapted version of the Procrastination Assessment Scale-Students (Özer & Ferrari, 2011), a self-report instrument, to measure students’ academic procrastination. The purpose of this study was to investigate (a) the percentage of undergraduate college and high school students who self-report academic procrastination; (b) the frequency of academic procrastination among undergraduate college and high school students for the specific academic tasks of studying for exams, completing reading assignments, and writing papers; and (c) the relationship between academic procrastination and achievement of undergraduate college and high school students. Both on specific tasks and overall, significantly more college students report higher procrastination than high school students. Unexpectedly, this study did not find a significant relationship between academic procrastination and academic achievement, as measured by grade point average. This study highlights the importance of considering students’ age when examining academic procrastination.

碩士<br>國立中山大學<br>教育研究所<br>100<br>The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the “Questionnaire of College Students&apos;&apos; Academic Procrastination (QCSAP),” “The Self-Regulation Questionnaire (SRQ)” and “Positive Thinking Scale (PTS).” Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data. In addition, content theme analysis was used to assess the motivation and disturbance of academic procrastination of college students. The findings from the study were summarized as follows: 1. Near 70% college students procrastinate their academic tasks and 57.4% students were bothered by academic procrastination. 2. Senior college students presented significantly higher score in "the ability to meet the deadline" than junior college students. 3. Students from National universities presented significantly lower score on “active academic procrastination”, “ability to meet the deadline” and “outcome satisfaction” than those from private universities and universities of technology. 4. Low GPA students had significantly higher scores on "fear of failure" and "task aversiveness" than those high GPA group counterparts. 5. Female college students had significantly higher score on "perfectionism" than their male counterparts. 6. Students from private universities of technology had significantly higher score on self-regulation and positive thinking than those from general universities. 7. Self-regulation was positively correlated with positive thinking. 8. Active academic procrastination can either directly predict college students’ positive thinking or indirectly through self-regulation as a mediator. 9. Passive academic procrastination can significantly predict college students’ self-regulation. 10. College students&apos;&apos; academic procrastination motives were "task aversiveness," "laziness," "fear of failure" and "perfectionism." 11. The disturbance of academic procrastination of college students were categorized into three parts: "psychological," "physical," and "academic." Implications of these findings for higher education are discussed.

碩士<br>大葉大學<br>教育專業發展研究所<br>103<br>This study aimed to explore the relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence. There were four hundred eighty-eight (246 boys, 242 girls) 7th to 9th grade students in adolescence. Materials were used including (a)Parenting Style Questionnaire (b) Motivated Strategies for Learning Questionnaire and (c) Academic Procrastination State Inventory. The reliability and validity for the instruments were checked and satisfactory. The data collected were analyzed by descriptive statistics, Pearson product-moment correlation, hierarchical regression analysis. The research results were summarized as follows: 1. Parenting styles, self-regulation learning strategies and academic procrastination were significantly associated. 2. Parenting styles and self-regulation learning strategies could significantly predict academic procrastination. 3. In this study, maternal authoritarian and maternal neglectful were the negative powerful predictors of academic procrastination and motivation, cognitive and metacognitive strategies, behavioral strategies were the positive powerful predictors of academic procrastination. Finally, this study which based on research results had discussed and offered suggestions for future research.

碩士<br>大葉大學<br>教育專業發展研究所<br>98<br>The first purpose of the study was to explore the relations among parenting style (authoritarian, authoritative, indifferent-uninvolved, permissive), emotion regulation (reappraisal, suppression), and academic achievement (The total score of Committee of The Basic Competence for Junior High School Students) in adolescence. The second purpose of the study was to examine emotion regulation variables which were stronger predictor of academic achievement variables than were parenting style variables and mediated the relations between parenting style indicator and academic achievement in adolescence. There were five hundred fifty-two (289 boys and 263 girls) ninth-grade students from seven junior high schools in Chang-hua. Materials used included (a) Parental Authority Questionnaire-PAQ (revised Hsieh, 2004), (b) Emotion Regulation Questionnaire-ERQ (Gross and John, 2003). The reliability and validity for the instruments of PAQ and ERQ was checked and was satisfactory. The research results were summarized as follows: 1. Parenting style predicted academic achievement: parenting style and academic achievement were associated. Linear regression analyses indicated that father and mother authoritative positively predicted academic achievement, permissive father, both indifferent-uninvolved and permissive mother negatively predicted academic achievement. 2. Emotion regulation predicted academic achievement: Linear regression analyses showed that Reappraisal positively predicted academic achievement. 3. Parenting style predicted emotion regulation: Linear regression analyses showed that authoritative parents positively predicted Reappraisal. In addition, authoritarian and indifferent-uninvolved parents positively predicted suppression. 4. Emotion regulation as mediators between parenting style and academic achievement.

碩士<br>國立成功大學<br>教育研究所<br>98<br>The study based on the theory of academic emotions from Pekrun, attempted to construct the academic emotions process model of junior high school students and tried to find out how emotion regulation strategies affect the academic emotions process model specifically in the educational environment. Therefore, the purposes of this study were: (1) To construct the academic emotions process model and to test the model fit. (2) To examine the moderated effect of the emotion regulation strategies used in the academic emotion process model. To attain these purposes above, we collect two groups of samples. The first group, 260 students, was taken to test exploratory factor analysis for self-adaption scales and the reliability of all scales. The second group, 948 students, was adopted not only to proceed with the confirmatory factor analysis for all scales but also to examine all assumptions of the present study. All of the participants were eight graders who had English courses in junior high schools in Taiwan. The instruments used in this study consisted of the Academic Emotions Questionnaire, Environmental Goal Structure Scale, Goal Orientation Scale, Metacognitive Strategies Scale, Motivational Engagement Scale and Emotion regulation Strategies Scale. The statistical methods used to analyze the data were Structural Equation Modeling and multi-sample SEM analysis. The results of the present study were summarized as follows: (1) The academic emotions process model constructed in this study can be used to well explain the empirically observed data throughout Taiwan. The data analyses showed that mastery goal structure had direct effects on students’ approach-mastery goal and avoidance-mastery goal. Performance goal structure had direct effect on their approach-performance goal and avoidance-performance goal. Mastery goal structure had indirect effects on positive academic emotions, negative academic emotions and cognitive-motivational variables. Performance goal structure had indirect effects on positive academic emotions, negative academic emotions and cognitive-motivational variables. Also, students’ approach-mastery goal, approach-performance and avoidance-mastery goal had positive direct effects on their perception of positive academic emotions; whereas avoidance-performance goal had negative direct effects on their perception of positive academic emotions. Students’ approach-mastery goal, approach-performance and avoidance-mastery goal had negative direct effects on their perception of negative academic emotions; whereas avoidance-performance goal had positive direct effects on their perception of negative academic emotions. Students’ approach-mastery goal, approach-performance and avoidance-mastery goal had positive indirect effects on cognitive-motivational variables; whereas avoidance-performance goal had negative indirect effects on cognitive-motivational variables. In addition, students’ perception of positive academic emotion had positive direct effects on cognitive-motivational variables; students’ perception of negative academic emotion had negative direct effect on cognitive-motivational variables. (2) The relations between students’ goal orientations and perception of academic emotions were moderated by students’ use of the emotion regulation strategies: students’ avoidance-performance goal were not related to perception of positive academic emotions when they were with highly frequent use of emotion regulation strategies, whereas there was an inverse relation between students’ avoidance-performance goal and their perception of positive academic emotions when they were with lowly frequent use of emotion regulation strategies. Also, students’ approach-mastery goal were not related to perception of negative academic emotions when they were with lowly frequent use of emotion regulation strategies, whereas there was an inverse relation between students’ approach-mastery goal and their perception of negative academic emotions when they were with highly frequent use of emotion regulation strategies. In addition, students’ avoidance-mastery goal were not related to perception of negative academic emotions when they were with lowly frequent use of emotion regulation strategies, whereas there was an inverse relation between students’ avoidance-mastery goal and their perception of negative academic emotions when they were with highly frequent use of emotion regulation strategies. Based on the findings of this study, we discussed the implications and proposed suggestions for junior high school teaching and future research.

碩士<br>國立新竹教育大學<br>教育心理與諮商學系教育心理與諮商碩士在職專班<br>102<br>Abstract The main purpose of this study is to investigate the current situation and the relationships among Learning Anxiety, Self-efficacy for Self-regulation and Academic Procrastination in mathematics of junior high school students under the different background variables. The survey data were collected from 1878 junior high school students from 21 junior high schools in Taoyuan, Hsinchu and Miaoli areas. This study used the questionnaire method, and the data were collected from the "Questionnaire for the Conditions of Learning Mathematics of Junior High School Students" designed by the researcher. The questionnaire included three parts: Math Academic Procrastination Scale, Math Learning Anxiety Scale, and Self-efficacy for Self-regulation Scale. The applied analysis methods included descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, Multiple Correlation Analysis and Stepwise Regression Analysis. The findings in this study are as follows： 1. Academic procrastination situation in math of junior high school students was above the average. The state procrastination was higher than the trait procrastination. 2. In general, the feeling of anxiety of junior high school students in math learning was above the average. The pressure sense anxiety was higher than the testing anxiety. 3. The self-efficacy for self-regulation in learning math of junior high school students was above the average. The attitude belief of math is the best, the strategy of self-efficacy is the second, and the math self-efficacy is the worst. 4. The girls of junior high school students are more anxious than the boys in learning math. There was no gender difference in math self-efficacy for self-regulation and academic procrastination in math. 5. Junior high school students of different grades showed significantly different performance in learning anxiety, self-efficacy for self-regulation and academic procrastination. The students whose grades were 50-60 were the most anxious. The students whose grades were over 90 were the least anxious. The students whose grades were over 90 did best in self-efficacy for self-regulation. The students whose grades were below 30 did worst in math academic procrastination. 6. Degree of preference in math of the students showed significantly different performance in learning anxiety, self-efficacy for self-regulation and academic procrastination. The scores of the students who hated math most were the highest in math learning anxiety. The students who liked math most did best in self-efficacy for self-regulation. The students who hated math most did worst in math academic procrastination. The scores of the students whose grades were below 30 were the highest in math academic procrastination. 7. There was significant correlation in math learning anxiety and self-efficacy for self-regulation and academic procrastination. The correlation coefficient r =.41 between math learning anxiety and academic procrastination. The correlation coefficient r = -.73 between math self-efficacy for self-regulation and academic procrastination. 8. Academic anxiety and self-efficacy for self-regulation can predict the academic procrastination at the same time, especially the aspect “self-efficacy for self-regulation” and the explanation of variance was 53.7%. “Math attitude belief ” can predict the trait procrastination best; “Math self-efficacy” can predict the state procrastination best. Finally, based on the above findings, some suggestions were provided as a reference for family education, school education and future researches.

碩士<br>國立交通大學<br>教育研究所<br>105<br>This study was aimed to investigate whether two-dimensional perfectionism in graguate students could predict academic thesis procrastination and the mediating effect of self-regulation learning strategies. The measure tools used in this study include “Perfectionsim Scale”, “Academic Thesis Procrastination Scale”, and “Self-regulation Learning Strategies Scale”.The research used purposive sampling was conducted to 518 graguate students in Taiwan. The results of survey were analyzed by t-test, Pearson’s product moment correlation, and Structural Equation Modeling to test the research hypotheses. The results were as follow: 1. Male graduates had higher scores than females in the tendency of high standard; while female graduates had higher scores than males in academic thesis procrastination. 2. Positive perfectionism was significantly negative correlation with academic thesis procrastination. Self-criticism and discrepancy were significantly positive correlation with academic thesis procrastination. Positive perfectionism was significantly positive correlation with self-regulation learning strategies. Concern mistakes and Concern others also appeared significantly positive correlation with self-regulation learning strategies. Discrepancy showed significantly negative correlation with effort and insist regulated strategies. Self-regulation learning strategies were significantly negative correlation with academic thesis procrastination. 3. Self-regulation learning strategies showed partial mediation between positive perfectionism and academic thesis procrastination. Effort and insist regulated strategies also appeared partial mediation between discrepancy and academic thesis procrastination. Based on the results stated above, the discussions were presented, and the further suggestions and directions were given for graguate students, teachers, counselors and future research.

碩士<br>國立高雄師範大學<br>教育學系<br>96<br>The purpose of this study is to explore the relationship among the explanatory style, emotion regulation, and academic performance of elementary school students. The method of this study is questionnaire survey. The subjects of this study are 1097 five-graders and six-graders in Kaohsiung county. The subjects are tested with the instruments including Elementary School Student Emotion Regulation Scale and Children Explanatory Style Scale. The result of the investigation through classification, statistical procedures, discussion, and analysis, reveals the following findings: 1.In general, elementary school students are not severe in explanatory style and emotion regulation. A medium level of satisfaction is achieved. 2.The explanatory styles of the elementary school students are related to gender and age. 3.The emotion regulation of the elementary school students are related to gender, age and area. 4.The elementary school students’ academic performance in math is related to negative internal explanation. The higher performance they get in negative internal explanation, the worse performance in academic performance. 5.The academic performance of the elementary school students is closely related to emotional awareness and emotional efficacy. The higher performance they get in emotional awareness and emotional efficacy, the better academic performance they get. 6.The explanatory styles of the elementary school students are related to emotion regulation. The higher performance they get in positive general explanation and positive internal explanation, the better performance in emotion regulation. The lower performance they get in negative general explanation and negative internal explanation, the better performance in emotion regulation. 7.The elementary school students’ background variables, explanatory style and emotion regulation may serve as predictors of their academic performance.

<p>One-hundred and seventy-seven high-school students and two-hundred responded to a survey assessing their motivation (goal orientations, expectancies, and values), self-regulation (cognitive, behavior, and emotion), learning processes, academic behaviors, and grades in the favorite and least favorite classes. First, multiple pathways to academic success were examined by comparing how motivation leads to academic outcomes (learning processes, academic behaviors, and grades) via self-regulation in high school and college by using structural equation modeling. As expected, the findings support the stance that there are different ways to achieve academic success. Surprisingly, emotion regulation mediated the relations between motivation and learning processes in favorite classes. Additionally, combinations of self-regulation were examined separately for type of class (favorite/least favorite) and age group (high school/college) using latent class analyses. As expected, these regulatory profiles mediated the relations between motivation and academic outcomes, found with structural equation modeling. Interestingly, students in the attention regulation profile, who were high on attention but low on other regulatory capacities, performed lower than those who tend to be high regulators. However, those who were members in the emotion regulator profile did not differ from high regulators. Behavior regulation was a mediator for college students but not high school students. The findings underscore the importance of considering cognitive, behavior, and emotion regulation in considering the relations between motivation to academic outcomes.</p><br>Dissertation

碩士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>106<br>The purpose of this study was to explore the relationship between the teacher support, learning engagement, academic emotions and emotion regulation in mathematics learning. Participants were 830 junior high school students in Taiwan, including 405 boys and 425 girls. Data were collected by the “engagement-disaffection scale”, “teacher support scale”, “academic emotions scale”and “emotion regulation scale” , then analyzed through the descriptive statistics, t-test, ANOVA, MANOVA, Pearson product-moment correlation analysis and multiple regression analysis. The findings were as follows: 1. Students had moderate scores in engagement, but lower scores on agentic engagement , and higher scores on agentic disaffection . Teacher support, positive academic emotions and emotion regulation were generally good and positive, except that enjoyment was insufficient, both anxiety and boredom were higher. 2. Engagement of junior high school students varied significantly in the grade. 3. Teacher support, engagement and positive academic emotions positively correlated with each other. Teacher support was negatively associated with both disaffection and negative emotions. Disaffection positively correlated with negative emotions. 4. Both positive and negative emotions significantly mediated the relationship between teacher support and engagement. Also, the relationship between teacher support and disaffection was mediated by positive and negative emotions. 5. Emotion regulation as a moderator of the association between techer support and engagement. Results of the study were discussed for educational practice and future research.

Tese de Doutoramento em Psicologia Aplicada<br>A presente tese pretende contribuir para a literatura no domínio da procrastinação académica, analisando algumas variáveis que ajudam a explicar a procrastinação académica em matemática. Pretendemos explorar a perspetiva dos adolescentes moçambicanos em aspetos tais como: tarefas nas quais os alunos procrastinam com frequência, os antecedentes da procrastinação e as consequências da procrastinação académica percebidas pelos alunos. Almejamos, também, compreender e analisar a prática dos professores de matemática face à procrastinação académica. Para atingir estes objetivos, realizámos dois estudos, um de natureza quantitativa e outro de natureza qualitativa. O primeiro estudo (“Academic procrastination in high school students from Mozambique: the role of self-regulated learning, self-efficacy, and prior knowledge of mathematics”) foi realizado com 1000 alunos do 10.º e 12.º anos de escolaridade. Neste estudo foram também recolhidos dados junto a professores de matemática. O estudo utilizou um Modelo de Equações Estruturais para analisar as relações entre conhecimento prévio, autoeficácia a matemática, uso de estratégias de autorregulação da aprendizagem e procrastinação académica a matemática. Os resultados sugerem que as relações entre variáveis tais como o conhecimento prévio, autorregulação da aprendizagem e a autoeficácia a matemática são cruciais para a explicação e compreensão da procrastinação académica a matemática. Este estudo permitiu concluir ainda que quanto maior o conhecimento prévio a matemática dos alunos, maior é a perceção da autoeficácia a matemática, autorregulação da aprendizagem e menor é a procrastinação académica a matemática. O segundo estudo (“It is funnier to chat with our friends than do homework”: Mozambican Adolescents' Academic Procratination), foi realizado com 24 alunos do 11.º e 12.º anos, selecionados de um conjunto de 300 alunos que relataram altos níveis de procrastinação académica, e os seus respetivos professores. Os dados deste estudo foram recolhidos através de uma entrevista semiestruturada e interpretados com base na análise de conteúdo. Os resultados deste estudo qualitativo indicaram que todos os alunos participantes procrastinam nos seus TPC de matemática. As razões estão relacionadas com a baixa competência a matemática, seguido do envolvimento em tarefas domésticas, tecnologias e redes sociais e, por último, com a baixa motivação e pouco interesse pela disciplina. Os resultados indicaram, ainda, que algumas estratégias que os professores utilizam com o objetivo de diminuir a procrastinação têm um efeito contrário. Urge promover estratégias de autorregulação dos alunos e ações de formação para professores sobre a temática. Os estudos desta tese permitiram-nos, concluir que: 1) o conhecimento prévio é um preditor fundamental da autorregulação da aprendizagem e da autoeficácia a matemática; 2) o modelo de autorregulação da aprendizagem é fundamental para a compreensão da procrastinação académica; 3) a procrastinação académica é um comportamento prejudicial no progresso académico dos alunos; 4) os programas de treino de estratégias de autorregulação de aprendizagem podem integrar a planificação das atividades de estudo diário, elaboração de horário de estudo diário e de realização dos TPC, bem como a gestão de tempo. Os dados sugerem 1) a necessidade de formação de professores para a promoção de competências de estudo e de autorregulação com o objetivo de tornar os alunos cada vez mais proficientes na autorregulação da sua aprendizagem; 2) e a necessidade de desenvolver programas de treino de alunos em estratégias para evitarem a procrastinação académica, sobretudo em idades escolares mais baixas.<br>The present thesis aims to contribute to the literature in the field of academic procrastination by analysing some variables that may help to explain academic procrastination in mathematics. We intend to explore the perspective of Mozambican adolescents in aspects such as: tasks in which students engage in when they procrastinate, antecedents of procrastination, and the consequences of academic procrastination perceived by students. We also aim to understand and analyse the practice of mathematics teachers towards academic procrastination. To accomplish these goals, two studies were conducted, one quantitative and the other qualitative. The first study ("Academic procrastination in high school students from Mozambique: the role of selfregulated learning, self-efficacy, and prior knowledge of mathematics") was carried out with 1000 students of the 10th and 12th grades of schooling and mathematics teachers. A Structural Equation Model was used to analyse the relationships between prior knowledge in mathematics, self-regulated learning, self-efficacy in mathematics and academic procrastination in the mathematics. The results suggest that the relationships between the aforementioned variables are crucial to explain and understand academic procrastination in mathematics. This study allowed to conclude that the higher the students’ prior knowledge in mathematics the greater the perception of self-efficacy in mathematics and self-regulated learning, and the less the academic procrastination in mathematics. The second study ("It is funnier to chat with our friends than homework": Mozambican Adolescents' Academic Procrastination) was carried out with 24 students of the 11th and 12th grades selected from a group of 300 students who reported High levels of academic procrastination, and their respective teachers. Data from this study were collected through a semi-structured interview and interpreted based on content analysis. The results of this qualitative study indicated that all participating students procrastinate in their mathematics homework. The reasons are related to low competence in mathematics, followed by involvement in household tasks, technology and social networks, and low motivation and little interest in the subject. The results also indicated that some strategies that teachers use to reduce procrastination behaviors among students have an opposite effect. It is urgent to promote strategies for self-regulation of students and training actions for teachers on the subject. The studies of this thesis have allowed us to conclude that: 1) prior knowledge is a fundamental predictor of self-regulated learning and self-efficacy in mathematics; 2) the model of self-regulated learning is fundamental to understand academic procrastination; 3) academic procrastination can be a detrimental behavior in students' academic progress; and 4) self-regulation strategies training programs can integrate the planning of daily study activities, preparation of daily study time, and carrying out the math homework, as well as time management. To conclude, results suggest (1) the need of teachers training to promote study and self-regulation skills to make students increasingly proficient in the self-regulation of their learning; and 2) the need to develop students’ training programs in strategies to avoid academic procrastination, especially at lower school ages.