Skip to content

Graduate Theses & Dissertations

: The Relations Between Identity Developmental Processes, Study Habits, and Academic Performance; Adolescence is a time when young people focus their attention on setting and pursuing long-term goals. Contemporary approaches of identity development focus on three pivotal processes underlying the identity formation process and the maintenance of one’s identity (e.g., core values, etc.). These processes are commitment (commitments to a goal), in-depth exploration (exploration of choices and options), and reconsideration of commitment (feelings of uncertainty about current commitments). The primary purpose of the current study was to examine the relations between identity processes, study habits, and academic performance in 45 female undergraduate students (M age = 21.00). Utilizing a self-report measure, findings suggested a significant positive relation between educational and relational commitment, as well as reconsideration of commitments in the educational domain and reconsideration of commitments in the relational domain. In terms of identity processes and grades, a regression analysis revealed that educational reconsideration of commitments predicted academic performance. Further, for those employing poor study habit skills, educational reconsideration of commitment predicted academic performance. The present study offers insight on the importance of assessing adolescent’s uncertainty of educational and relational commitments, while also highlighting the protective factor of maintaining good study habit strategies. Author Keywords: academic performance, adolescence, educational, identity, relational, study habits

: Academic Procrastination, Self-Regulation, Anxiety and Personality (ASAP); Academic procrastination is analogous to a common cold: pervasive and with no established cure. Students experience repercussions that are not inclusive to academic performance, but rather, are experienced across mental, physical, social and emotional domains as well. While this necessitates treatment, much of the behaviour has yet to be explained. In the current study, a state approach was integrated to explore procrastination in terms of the Yerkes-Dodson paradigm. Procrastination was hypothesized to arise for one of two reasons: students are either too low or too high in anxiety. A sample of 847 Ontario undergraduate students completed measures of procrastination, state-anxiety, personality, and self-regulation. Results suggest 88% of students procrastinate regularly, and contrary to what was hypothesized, procrastination and anxiety were linearly related. Independent t-tests establish that relative to non-procrastinators, procrastinators are significantly more emotionally and biologically dysregulated and less socially integrated. Factor analysis demonstrated three central reasons contributing to procrastination, which were used as the basis to establish types of procrastination: social (n=61), self-doubt (n=70) and low-energy (n=76) procrastinators. Results indicate divergences across procrastination type with respect to personality as well as biological, affective and social domains. Findings also inform that the expression of procrastination, varies across student. Overall, findings suggest that academic interventions should acknowledge and address the variability among procrastinators. Author Keywords: ACADEMIC PROCRASTINATION, ANXIETY, PERSONALITY, SELF-REGULATION

In collections

Trent University Digital Collections

Search Our Digital Collections

Advanced Search

Query

(-) *:*

Sort Results

Display