Abstract
Academic procrastination is a troublesome behavior and a widespread phenomenon from childhood to adulthood. There is a dearth of studies conducted with elementary school children, with the preponderance of studies being with college students. In this study of 304 fifth and sixth grade students, structured equation modeling (SEM) was employed to investigate relations between students’ self-reported academic procrastination, internal working model of attachment, and academic intrinsic motivation. The primary purpose was to further understand factors that produce and suppress academic procrastination. An ambivalent working model was found to be directly and positively related to academic procrastination behavior. Moreover, intrinsic motivation was found to mediate the relationship between both secure and avoidant internal working models of attachment and academic procrastination. The theoretical meaning of the results are discussed and a prospective study is suggested.
https://ror.org/03aet8853 
