VVoolluummee 66,, NNuummbbeerr 22 h Hipatia Press www.hipatiapress.com Procrastination, Self-Esteem, Academic Performance, and Well-Being: A Moderated Mediation Model - Erdinç Duru and Murat Balkis…........ 99 Articles The Potential Role of Perceived Support for Reduction of Special Education Teachers’ Burnout – Viviana Langher, Andrea Caputo, and Maria Elisabetta Ricci …………………….…………….…………….…….. 120 Predictive Effects of Temperament on Motivation – Anna Maria Rawlings, Anna Tapola and Markku Niemivirta………………………... 148 Using Metaphors to Know the Conceptions about the Teaching Profession in Initial Teacher Education – Zoe Martínez-de-la-Hidalga and Lourdes Villardón-Gallego ………………………..……….………... 183 Reviews Reading Students’ Lives: Literacy Learning Across Time, by C. Compton Lilly – Suzanne Porath… ..………………………….........…… 209 Instructions for authors, subscriptions and further details: http://ijep.hipatiapress.com Procrastination, Self-Esteem, Academic Performance, and Well- Being: A Moderated Mediation Model Erdinç Duru & Murat Balkis1 1) Pamukkale University, Turkey Date of publication: June 24th, 2017 Edition period: June 2017 – October 2017 To cite this article: Duru, E., & Balkis, M. (2017). Procrastination, self- esteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology, 6(2), 97-119. doi: 10.17583/ijep.2017.2584 To link this article: http://dx.doi.org/10.17583/ijep.2017.2584 PLEASE SCROLL DOWN FOR ARTICLE The terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY). IJEP – International Journal of Educational Psychology, Vol. 6 No. 2 June 2017 pp. 97-119 Procrastination, Self-esteem, Academic Performance, and Well-being: A Moderated Mediation Model Erdinç Duru, Murat Balkis Pamukkale University Abstract The current study attempts to examine integrated effects of procrastination, self- esteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model 2017 Hipatia Press ISSN: 2014-3591 DOI: 10.17583/ijep.2017.2584 IJEP – International Journal of Educational Psychology, Vol. 6 No. 2 June 2017 pp. 97-119 Dilación, Autoestima, Rendimiento Académico y Bienestar: Un Modelo Mediador Moderado Erdinç Duru, Murat Balkis Pamukkale University Resumen El presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. 2017 Hipatia Press ISSN: 2014-3591 DOI: 10.17583/ijep.2017.2584 IJEP – International Journal of Educational Psychology, 6(2) 99 P rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009; Özer, Demir, & Ferrari, 2009). Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015; Richardson, Abraham, & Bond, 2012; Steel, 2007). These studies reported that procrastinating students are more likely to perform poorly. As for the internal effects of procrastination on students, previous findings indicated that procrastinating students feel anxiety (Fernie, McKenzie, Nikčević, Caselli, G., & Spada, 2016; Gagnon, Dionne, & Pychyl, 2016; Milgram & Toubiana, 1999), depression (Fernie et al., 2016; Gagnon et al., 2016; Özer, O'Callaghan, Bokszczanin, Ederer, , & Essau, 2014; Steel, 2007; van Eerde, 2003), stress (Sriois & Tosti, 2012; Stead, Shanahan, & Neufeld, 2010; Tice & Baumeister, 1997), and dissatisfaction with life (Grunschel, Schwinger, Steinmayr, & Fries, 2016; Hinsch & Sheldon, 2013; Steel, 2010). It seems reasonable to assume that procrastination leads to a lifestyle rife with complications that decrease the overall quality of life and the college experience, and adversely impact the student’s well-being. However, many questions regarding when and how procrastination affects well-being still remain unanswered. It is because all studies above have focused on the direct effect of procrastination on students’ well-being. Thus, in order to answer when and how the 100 Duru & Balkis – Procastination and well-being procrastination affects well-being, it is better to examine the integrated effects of intervening mechanisms and possible variables related to procrastination and well-being. In this study, the integrated effects of self- esteem and academic achievement which are considered to be related with procrastination and well-being will be tested. Previous studies reported that procrastination predicts self-esteem and self-esteem predicts psychological adjustment and well-being (Bajaj, Grupta, & Pande, 2016; Duru & Balkis, 2014; Ferrari, 2000; Lin, 2015). That is to say, as the level of procrastination increases, self-esteem decreases and this negatively affects the well-being. Moreover, there are studies which highlighted the mediating and protective role of self-esteem apart from its direct effect on mental health (Pyszczynski, Greenberg, Solomon, Arndt, & Schimel, 2004; Smokowski, Guo, Rose, Evans, Cotter, & Bacallao, 2014; Sowislo & Orth, 2013). The common finding of these studies is that the direct, mediation, and the integrated effect of self-esteem on mental health is important. In a similar way, research indicated that procrastination predicts academic performance and academic performance predicts academic life satisfaction (Balkis, 2013; Kim & Seo, 2015). In other words, as the procrastination increases, academic performance worsens and this negatively affects the academic life satisfaction. In this sense, the effect of procrastination on students’ well- being is supposed to vary according to the self-esteem and academic achievement of students. Put differently, self-esteem may have a mediator role on the relation of procrastination and well-being and this role may vary depending on the academic achievement. Similarly, academic achievement might have a mediator role on the relation of procrastination and well-being and this may vary according to the level of self-esteem. Procrastination and Self-Esteem In literature, it is highlighted that procrastination plays a protective role for self-esteem in case of a probable failure (Burka & Yuen, 2008, Covington, 2007; Duru & Balkis, 2014; Ferrari, Johnson, & McCown, 1995). According to Burka and Yuen (2008), procrastinators believe that their performance is a reflection of their self-worth. Thus, in case of a potential failure, they think that they are unsuccessful not only for doing the current task but also as an IJEP – International Journal of Educational Psychology, 6(2) 101 individual. In this case they refrain from doing that task in order to protect their self-worth. Similarly Thompson (1999) also indicated that individuals who are doubtful about their abilities to complete a task successfully try to protect their self-esteem by procrastinating. Much research has pointed out the relation of procrastination with self-esteem (Balkis & Duru, 2012; Ferrari & Diaz-Morales, 2007; Park & Sperling, 2012; Pychyl, Coplan, & Reid, 2002). Briefly, high level of procrastination is supposed to be related with low level of self-esteem. Self-Esteem and Academic Achievement Success and failure in academic life have both major impacts on the way a student perceives himself or herself (Suk Wai Wong & Watkins, 2001). It is expected that students who experience repeated academic failure are likely to develop negative feelings about themselves, on the contrary, those who encounter success tend to develop positive views of themselves. It has often been suggested that academic achievement is closely related to self-esteem (Osborne, 1997; Pullmann & Allik, 2008; Suk Wai Wong & Watkins, 2001; Stupniskyet, Renaud, Perry, Ruthig, Haynes, & Clifton, 2007; Whitesell, Mitchell, & Spicer, 2009), nevertheless, considering the literature, this relationship is more complicated than it is thought to be. Some researchers asserted that self-esteem affects academic achievement (Chapman, 1988; Hansford & Hattie, 1982; Marsh, Byrne, & Shavelson, 1988), however some others claim it is affected by academic achievement (Alves-Martinset, Peixoto, Gouveia-Pereira, Amaral, & Pedro, 2002; Baumeister, Campbell, Krueger, & Vohs, 2003; Bowles, 1999; Filozof, Albertin, Jones, Steme, Myers, & McDermott, 1998; Hoge, Smit, & Crist, 1995). It can be concluded that while self-esteem affects academic achievement, it is affected by academic achievement as well. Self-Esteem and Well-Being Rosenberg (1965) conceptualized self-esteem as a positive or negative attitude towards self which is developed from the total evaluation of self among various affect areas. Pyszczynski et al. (2004) noted that individuals with low level of self-esteem have also low level of optimism and 102 Duru & Balkis – Procastination and well-being motivation, nonetheless have high level of depression, anxiety and negative feelings. Similarly, Leary (2005) reported that in comparison with low self- esteemed individuals, people with high level of self-esteem are less likely to be vulnerable to depression, anxiety, embarrassment, shame, guiltiness, hurt, shyness, and upset. In addition, it is found that self-esteem is associated with indexes of well-being, including low depression (Sowislo & Urth, 2013), satisfaction with life (Diener & Diener, 2009), positive affect (Wood, Heimpel, & Michela,l. 2003), hope (Symister & Friend, 2003), and optimism (Makikangas, Kinnunen, & Feldt, 2004). Briefly, research and theoretical framework mentioned above pointed out that the level of self- esteem has an important role on the psychological adjustment and mental health of an individual. In other words, as self-esteem increases, psychological adjustment and well-being increase as well. The Current Study A great deal of research has emphasized the negative effect of procrastination on well-being of students (e.g. Fernie et al., 2016; Gagnon et al., 2016; Sriois & Tosti, 2012; Steel, 2010). However, these studies are lack of a clear explanation about the nature of the process in which procrastination affects the well-being. In other words, the question of under which case and conditions does the procrastination affects students’ well- being more, has not been answered adequately. One way of answering this question might be to examine the integrated effects of variables which are related to procrastination and well-being. As mentioned before, one of the variables associated with both procrastination and well-being is self-esteem. Explanations about the relationship between procrastination and self-esteem are such that procrastination has a protective role for self-esteem in case of a failure (e.g. Ferrari et al., 1995). Apart from its protective role, procrastination is also supposed to have a negative impact on self-esteem, and academic achievement might play an important role in this process. This is because, as mentioned before, many researchers stated that procrastination interrupts students’ academic performance (e.g. Kim & Seo, 2015). Moreover, plenty of research highlighted that academic achievement of students is an important resource that feeds their self-esteem (e.g. Alves- IJEP – International Journal of Educational Psychology, 6(2) 103 Martins et al., 2002; Baumeister et al., 2003). Therefore, it is supposed that high level of procrastination decreases the level of academic achievement and this affects student’s self-esteem negatively. Furthermore, in many studies, it is indicated that low level of procrastination is associated with high level of self-esteem and academic achievement and performance (Steel, 2007). Thus, the relationship between procrastination and self-esteem might vary depending on low or high academic performance. In addition to the relations of procrastination, self-esteem and academic performance, these relations might be associated with students’ well-being. For example, besides the adverse impact of procrastination on well-being, many studies suggested self-esteem as an important variable which effects well-being positively (Diener & Diener, 2009; Pyszczynski et al., 2004; Wood et al., 2003). Hence, high level of procrastination might decrease self- esteem and in turn affects student’s well-being negatively. Self-esteem might have a mediator role in this relationship. Moreover, considering the relation of self-esteem with academic achievement and performance (e.g., Stupnisky et al., 2007; Whitesell et al., 2009), the mediator effect of self-esteem is supposed to vary according to academic performance. In this sense, the current study has aimed to examine the integrated effects of procrastination, self-esteem and academic achievement on students’ well-being. The hypotheses of the study have been determined as below: 1) Procrastination and academic performance will interact to predict self- esteem. The negative relationship between procrastination and self- esteem will be stronger when the level of academic performance is low (versus high) 2) Self-esteem will mediate the relationship between procrastination and well-being. However, this indirect effect will be conditional on the academic performance and will be stronger when the level of academic performance is low (Figure 1). 104 Duru & Balkis – Procastination and well-being Figure 1. Conceptual model of effect of procrastination on well-being Method Participants Sample consisted of 348 undergraduate students (73% of females) enrolling in faculty of education within a public university located in an urban city in Turkey. Students’ age ranged between 19 and 26 (M = 21.30, SD = 1.15). All participants have same ethnic background. All students were invited to participate in the study during their class time. A paper-pencil survey, which included questions about demographic variables and data collection instruments described below, was distributed to the students who accepted to participate in the study. Measures Tuckman Procrastination Scale-Turkish Version (TPS-TV). The TPS-TV is a 14- items self-report measure of procrastination (Özer, Saçkes, & Tuckman,