TY - GEN
T1 - Effect of Different Types of Teacher Support on Students’ Academic Procrastination – Testing the Mediating Effect of Students’ Mastery Orientation and Learned Helplessness
AU - Quratulain, Samina
AU - Khan, Abdul Karim
AU - Al Ali, Moza Obaid Buafra
AU - Alshamsi, Alreem Sabea Saeed
AU - Al Mansouri, Roudha E.A.
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - Data on students’ assessment of teacher support, their academic procrastination and perceptions of mastery orientation and learned helplessness were collected from a sample of 311 undergraduate students. The purpose of current study is to examine the effect of different types of teacher support on students’ academic procrastination. Students’ perceptions of their mastery orientation and learned helplessness are hypothesized as intervening variables of the relationship between different types of teacher support and academic procrastination. Results support that teachers emotional and instrumental support negatively affect feeling of learned helplessness while informational support positively affects the mastery orientation of students. Indirect effect of teachers’ informational support on students’ academic procrastination was supported via mastery orientation while the indirect effects emotional support on academic procrastination was supported via perceptions of learned helplessness. These findings highlight the importance of different types of teacher support on students’ academic procrastination behaviors. Theoretical and practical implications of these findings are discussed.
AB - Data on students’ assessment of teacher support, their academic procrastination and perceptions of mastery orientation and learned helplessness were collected from a sample of 311 undergraduate students. The purpose of current study is to examine the effect of different types of teacher support on students’ academic procrastination. Students’ perceptions of their mastery orientation and learned helplessness are hypothesized as intervening variables of the relationship between different types of teacher support and academic procrastination. Results support that teachers emotional and instrumental support negatively affect feeling of learned helplessness while informational support positively affects the mastery orientation of students. Indirect effect of teachers’ informational support on students’ academic procrastination was supported via mastery orientation while the indirect effects emotional support on academic procrastination was supported via perceptions of learned helplessness. These findings highlight the importance of different types of teacher support on students’ academic procrastination behaviors. Theoretical and practical implications of these findings are discussed.
KW - Academic procrastination
KW - UAE
KW - learned helplessness
KW - mastery orientation
KW - types of teacher support
KW - undergraduate students
UR - http://www.scopus.com/inward/record.url?scp=85189521276&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85189521276&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-55911-2_4
DO - 10.1007/978-3-031-55911-2_4
M3 - Conference contribution
AN - SCOPUS:85189521276
SN - 9783031559105
T3 - Lecture Notes in Networks and Systems
SP - 28
EP - 37
BT - Technology and Business Model Innovation
A2 - Alareeni, Bahaaeddin
A2 - Hamdan, Allam
PB - Springer Science and Business Media Deutschland GmbH
T2 - International Conference on Business and Technology, ICBT 2023
Y2 - 7 May 2023 through 9 May 2023
ER -