Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying

Abstract

This study examines mediator role of rational beliefs about studying in relation to academic procrastination, academic life satisfaction and academic achievement. Two hundred and ninety undergraduate students participated in this study. Findings showed that academic procrastination was negatively related to rational beliefs about studying, academic life satisfaction, and academic achievement. In contrast, rational beliefs about studying were positively related to academic life satisfaction and academic achievement. The results of Structural Equation Modeling (SEM) analyses showed that rational beliefs about studying mediated relationships between academic procrastination, academic life satisfaction and academic achievement. The SEM analyses also showed that academic life satisfaction mediated the relationships between academic procrastination and academic achievement, and rational beliefs about studying and academic achievement. Implications of these finding were discussed in detail.