Dealing with students who exhibit aggressive behavior out of frustration is a challenging issue. The purpose of this study of 497 high school students was to examine internal student characteristics of reactive aggression. The Hostility-Aggression Questionnaire for Students (HAQ-S) assessed aspects of internal characteristics, in which students were presented with 24 situations in which they rated the intent of a person who provoked aggression as non-hostile. Higher scores indicated that expression of reactive aggression would be unlikely. Differences in scores between expressers and non-expressers of reactive aggression (E) and non-expressers were examined on each of the HAQ-S factors in the selected situation groups. No significant difference was found among females, however male expressers of reactive aggression demonstrated greater attribution of hostility compared to non-expressers. This suggests that the male expressers had more strongly negative beliefs regarding others and tended to interpret the intents of others as being hostile.

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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.

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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.

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