The Effect of Motivation for Learning and Delay of Gratification on Academic Procrastination in Elementary School Children

Abstract

The purpose of this study was to explore the effect of learning motivation and delay of gratification on academic procrastination. The sample consisted of 391 elementary school children who completed self-report measures of those three variables. Academic procrastination correlated negatively with intrinsic value, self-efficacy, and delay of gratification. Academic procrastination correlated positively with test anxiety. The results also showed that the group with high academic procrastination had significantly lower intrinsic value, self-efficacy, and delay of gratification than the group with low academic procrastination. Findings are discussed the content of previously studies of the relations between learning motivation, delay of gratification, and academic procrastination, delay of gratification, and academic procrastination.