Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits
Abstract Purpose The present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers’ academic motivation is worthwhile in shaping the learning environment and reduc...
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| Format: | Article |
| Language: | English |
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2025-01-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-025-02352-5 |
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| author | Sidra Sarwar Anam Nazneen Tara Muhammad Naseem Abid Suad Dukhaykh |
| author_facet | Sidra Sarwar Anam Nazneen Tara Muhammad Naseem Abid Suad Dukhaykh |
| author_sort | Sidra Sarwar |
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| description | Abstract Purpose The present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers’ academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative. Research design/method By employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%. Data analysis & study results The gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers’ academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students. Findings Findings of the present study suggested that enhancing teachers’ motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students’ emotional and academic regulation to enhance learning outcomes. Practical implications and recommendations Based on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students’ emotional and self-regulatory needs for better academic outcomes. |
| format | Article |
| id | doaj-art-c209ae6bdfda4fa2bcbd0c91e49f1d29 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-c209ae6bdfda4fa2bcbd0c91e49f1d292025-01-19T12:43:43ZengBMCBMC Psychology2050-72832025-01-0113111410.1186/s40359-025-02352-5Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habitsSidra Sarwar0Anam Nazneen Tara1Muhammad Naseem Abid2Suad Dukhaykh3School of Education, Huazhong University of Science and TechnologySchool of Education, Huazhong University of Science and TechnologySchool of Education, Huazhong University of Science and TechnologyManagement Department, College of Business, King Saud UniversityAbstract Purpose The present study aimed to analyze the effectiveness of external and personal regulatory mechanisms in reducing procrastination behavior among university students. For this purpose, the role of teachers’ academic motivation is worthwhile in shaping the learning environment and reducing procrastination, with a focus on the mediating roles of emotion regulation and study habits considered imperative. Research design/method By employing a quantitative, cross-sectional research design, data were collected from a sample of 210 teachers working in universities located in Multan-Pakistan via convenient sampling, yielding a usable response rate of 70.28%. Data analysis & study results The gathered data was analyzed using Smart PLS 4 software. Results from the structural equation model (PLS-SEM) indicated that teachers’ academic motivation significantly affects student procrastination. However, when mediated by emotion regulation and study habits, the study confirmed the statistically significant mediating effect of both mediators in mitigating procrastination among students. Findings Findings of the present study suggested that enhancing teachers’ motivation may be more effective when mediated with emotional regulation and effective study habits. Emotionally regulated students and those with effective study habits were less likely to procrastinate during their academic endeavor. The findings highlighted the need for teacher training programs to develop and promote motivation and support students’ emotional and academic regulation to enhance learning outcomes. Practical implications and recommendations Based on the above findings, the study suggested that enhancing teacher motivation is more impactful when paired with strategies to foster student emotion regulation and study habits. It also recommended educational policies prioritizing academic content and personalized student engagement strategies to minimize procrastination and promote academic success. Programs should be implemented with a focus on promoting motivation while enabling teachers to support students’ emotional and self-regulatory needs for better academic outcomes.https://doi.org/10.1186/s40359-025-02352-5Teacher motivationTeacher educational supportProcrastination behaviorEmotion regulationStudy habitsHigher education |
| spellingShingle | Sidra Sarwar Anam Nazneen Tara Muhammad Naseem Abid Suad Dukhaykh Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits BMC Psychology Teacher motivation Teacher educational support Procrastination behavior Emotion regulation Study habits Higher education |
| title | Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits |
| title_full | Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits |
| title_fullStr | Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits |
| title_full_unstemmed | Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits |
| title_short | Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits |
| title_sort | teachers academic motivation and student procrastination behaviour mediating effects of emotion regulation and study habits |
| topic | Teacher motivation Teacher educational support Procrastination behavior Emotion regulation Study habits Higher education |
| url | https://doi.org/10.1186/s40359-025-02352-5 |
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