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The purpose of the present study was to test a motivational model that explains the relationship between school-leisure conflict and indicators of educational functioning and mental health using structural equation modeling with a sample of college students. Results provided support for the proposed model. Experiencing a conflict between education and leisure contexts was negatively predicted by having a self-determined motivation for school, while self-determined motivation for leisure activities was unrelated to the experience of such a conflict. A school-leisure conflict, in turn, was associated with poorer academic consequences (poor concentration at school, academic hopelessness, few intentions of pursuing in school), which were associated with higher levels of depression and low life satisfaction. Importantly, the proposed theoretical model was supported for both men and women. Results are discussed in terms of self-determination theory (Deci & Ryan, 1985, 1991, 2000) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997). [ABSTRACT FROM AUTHOR]

The purpose of the present study was to propose and test a model of role conflict and academic procrastination. This model posits that non-self-determined motivations toward school and interpersonal relationships are positively related to role conflict between these two life domains. In turn, role conflict between school and interpersonal relationships is expected to be positively related to academic procrastination. Participants were 292 university students. Results from structural equation modeling supported the model. It thus appears that self-determination and role conflict are important to foster our understanding of academic procrastination. Theoretical implications of the findings are discussed. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The purpose of this study was to propose and test a model of procrastination in job-seeking activities. This model posits that non self-determined job-seeking motivation (i.e., performing job-seeking activities because of controls and pressure) is positively related to procrastination in job-seeking activities. In addition, decisional procrastination is expected to be positively related to procrastination in job-seeking activities. In turn, procrastination in job-seeking is hypothesized to positively predict change in hopelessness toward job-seeking. Participants were 345 university students who were about to graduate. Results from regression analyses revealed that all hypothesized links were supported. Discussion centers on the role of motivation in procrastination toward job-seeking. [ABSTRACT FROM AUTHOR]

The present study examined the impact of evaluation expectation and frame of reference on procrastination. Fifty-eight female university undergraduates completed an academic procrastination scale and were randomly assigned to one of the conditions of a 2 (anticipated vs. not anticipated evaluation) x 2 (interest vs. performance-based frame of reference) factorial design. Participants were required to complete a series of computer-administered tasks that varied in difficulty and interest level Procrastination was operationatized behaviorally in terms of (a) time to begin the most aversive task (i.e., boring and difficult), and (b) total time to complete the four required tasks. Results revealed that participants who anticipated evaluation delayed working on the aversive task significantly longer than those who did not anticipate evaluation. Furthermore, a significant interaction effect showed that high-trait procrastinators were especially likely to he affected by the anticipation of evaluation. A similar pattern of results was obtained for total time to complete all tasks. In this case it was when expected evaluation focused on performance that individuals took longer (particularly high-trait procrastinators). The study points to the value of considering both trait and situational factors in understanding procrastination. [ABSTRACT FROM AUTHOR]

The aim of this study was to understand the processes explaining the effects of private performance feedback (success vs. failure) on state self-esteem from the stance of sociometer theory and self-determination theory. We investigated whether or not the effect of private performance feedback on state self-esteem was mediated by perceived inclusion as a function of participants' level of task-related identified regulation (i.e., importance of the activity for oneself). Ninety participants were randomly assigned to one of the following three conditions: failure, success, or control. Our regression analyses based on both original and bootstrap samples indicate that perceived inclusion does not mediate the effect of feedback on state self-esteem for individuals high in task-related identified regulation. Such an effect only operates for individuals low in task-related identified regulation. In sum, our results show that the perceived inclusion process proposed by sociometer theory applies more when individuals find that the activity is less important for them (i.e., identified regulation). [ABSTRACT FROM AUTHOR]