We performed a series of hierarchical regression analyses to examine the moderating effect of achievement goals on the relationship between stereotype threat and academic procrastination.
Mastery approach goals were significant negative predictors of academic procrastination ([beta] = -.
Post hoc testing of the simple slopes revealed that stereotype threat was a significant positive predictor of academic procrastination at low levels of mastery avoidance goals, t(89) = 2.
As shown in Figure 3, a post hoc analysis of the simple slopes revealed that stereotype threat was a significant positive predictor of academic procrastination at both low, t(90) = 2.
Indeed, academic procrastination can severely hamper one's career development to the extent that it negatively affects academic performance.
While the present study measured procrastination as behavior, the majority of the studies exploring academic procrastination have used a self-reported measure of procrastination.
Individual differences in academic procrastination tendency and writing success.
Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination.