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Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

Author

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  • Nuria Codina

    (Department of Social Psychology and Quantitative Psychology, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain)

  • Isabel Castillo

    (Department of Social Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain)

  • José V Pestana

    (Department of Social Psychology and Quantitative Psychology, University of Barcelona, Passeig de la Vall d’Hebron, 171, 08035 Barcelona, Spain)

  • Isabel Balaguer

    (Department of Social Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain)

Abstract

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, M age = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

Suggested Citation

  • Nuria Codina & Isabel Castillo & José V Pestana & Isabel Balaguer, 2020. "Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students," Sustainability, MDPI, vol. 12(6), pages 1-11, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:6:p:2448-:d:334933
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    References listed on IDEAS

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    1. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
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    1. Nuria Codina & José V. Pestana & Rafael Valenzuela & Nuria Giménez, 2020. "Procrastination at the Core of Physical Activity (PA) and Perceived Quality of Life: A New Approach for Counteracting Lower Levels of PA Practice," IJERPH, MDPI, vol. 17(10), pages 1-11, May.

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