Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (5): 557-565.doi: 10.16187/j.cnki.issn1001-4918.2019.05.06

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Relationships among Epistemological Beliefs, Self-regulated Learning and Academic Procrastination in College Students: A Moderated Mediation Model

LI Hongxia1, ZHANG Jiajia1, ZHAO Xia2, SI Jiwei1, HUANG Bijuan1   

  1. 1. School of Psychology, Shandong Normal University, Jinan 250358;
    2. School of Electrical and Electronic Engineering, Shandong University of Technology, Zibo 255000
  • Published:2019-09-30

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Abstract: This study was aimed to better understand the relationship between epistemological beliefs, self-regulated learning and three dimensions of academic procrastination in college students and whether this relation varied as a function of grades. 1096 college students were tested with Epistemological Beliefs Questionnaire, Self-regulated Learning Scale and Procrastination Assessment Scale-Students (PASS). Findings revealed that (1) Epistemological beliefs were positively related to self-regulated learning and negatively related to frequency of academic procrastination, self-regulated learning was negatively correlated with frequency of academic procrastination, the degree to which procrastination is a problem to them, the extent to which they want to decrease procrastination behavior while controlling for college students' gender and grades factors. (2) The negative impact of epistemological beliefs on the frequency of academic procrastination was fully mediated by self-regulated learning, the effect of epistemological beliefs on the degree to which procrastination is a problem to them and the extent to which they want to decrease procrastination behavior were partially mediated by self-regulated learning. And (3) the mediating effect of self-regulated learning was moderated by grade factor. The indirect effect was stronger for low grade students than for high grade students. These results suggested that we could decrease college students' academic procrastination by improving their epistemology beliefs and self-regulated learning. The contribution and implications of these findings were discussed in detail.

Key words: epistemological beliefs, self-regulated learning, academic procrastination, college students, moderated mediation

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