Matrix F22-1 (2)

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California State University, Fullerton *

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Chemistry

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Apr 30, 2024

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CAS 301 Pamella H. Oliver, Ph.D. Understanding a Journal Article 1. Read the article. 2. Complete the matrix as a summary of the main points Full Citation (in APA style) Gareau, A., Chamandy, M., Kljajic, K., & Gaudreau, P. (2019). The detrimental effect of academic procrastination on subsequent grades: The mediating role of coping over and above past achievement and working memory capacity. Anxiety, Stress & Coping, 32(2), 141–154. https://doi.org/10.1080/10615806.2018.1543763Links to an external site. Research question and/or hypothesis The research question of this study is the mediating role of coping mechanisms, specifically task-oriented and disengagement-oriented coping, in the relationship between academic procrastination and the subsequent achievement of university students. Founded upon previous research indicating a negative association between procrastination and academic achievement, the study aims to explain the psychological processes of this relationship. The main hypothesis proposed in this study is that higher levels of academic procrastination will lead to lower achievement, with coping strategies mediating this relationship. It is expected that higher levels of procrastination will correlate with higher levels of disengagement- oriented coping, ultimately resulting in diminished academic performance. As lower levels of procrastination are anticipated to be associated with higher levels of task-oriented coping, which is expected to lead to higher academic achievement. The secondary hypotheses include direct negative associations between procrastination and achievement, and between procrastination and specific coping strategies. Furthermore, positive associations are hypothesized between working memory capacity, past academic achievement, and current academic achievement. This study seeks to contribute to a deeper understanding of the relation between procrastination, cognitive factors, and academic success among university students. 1

CAS 301 Pamella H. Oliver, Ph.D. Methods: Description of participants Age: Participants' ages ranged from 17 to 58 years. Mean age: 19.72 years. Standard deviation (SD) of age: 4.16 years. Ethnicity: Caucasian (55.8%), Asian (14.8%), Afro-American (10.2%), Arabic (6.6%), Hispanic (3.1%), Aboriginal/Native (0.7%), and other (8.5%) Gender: Percentage of female participants: 74.8%. Methods: the measures Domain: Academic procrastination Measure: Irrational Procrastination Scale (steel, 2010) Reporter: Participants (self-report) Domain: Academic coping Measure: Coping Inventory for Academic Striving (Thompson, 2015) Reporter: self-report Domain: Working memory capacity Measure: OSPAN and RSPAN tasks Reporter: self-report Domain: Academic achievement Measure: High school GPA Reporter: Registrar’s office Domain: Academic Achievement Measure: High School GPA Reporter: Registrar’s office Methods: the procedure The study involved 258 university students recruited from a Canadian university. These students, mostly female and full-time, came from various academic backgrounds and represented different years of study. They completed questionnaires and computerized tasks in a lab setting. The questionnaires gathered information on demographics, academic procrastination, and coping strategies, while the tasks assessed working memory. Participation earned students course credit, and the study was approved by the university's ethics board. The research attempted to understand how procrastination and coping affect academic performance. Summary of results (be specific). Were their hypotheses supported or not? The results of the study supported the hypothesis proposed in the integrative model. Structural equation modeling revealed that both task-oriented and disengagement- oriented coping significantly mediated the relationship between academic procrastination and semester GPA. These findings suggest that individuals who engage in academic procrastination are more likely to have lower GPA scores, and this relationship is partly explained by their coping strategies. Specifically, task- oriented coping was found to explain 27% of the total effect variance, while 2

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