The mediator role of academic motivation in the relationship between mindfulness and academic procrastination

Date

2025-7

Author

Çevik Kocagöz, Kübra

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This study, which utilizes a correlational research design aimed to examine the mediator role of academic motivation in the relationship between mindfulness and academic procrastination of university students. A Convenience sampling method was used for recruiting the sample, and 650 university students participated in the study. Data were collected with demographic information form, the Mindful Attention Awareness Scale (MAAS), the Academic Motivation Scale (AMS), and the Procrastination Assessment Scale-students (PASS). Data were analyzed by simple mediation analysis. Results revealed that a significant negative relationship between mindfulness and academic procrastination, a significant negative relationship between academic motivation and academic procrastination, and a significant positive relationship between mindfulness and academic procrastination. Also, academic motivation partly mediated the relationship between mindfulness and academic procrastination. The study's results were discussed within the framework of existing literature, and recommendations were offered for implications and future research were offered.

Subject Keywords

Mindfulness, Academic motivation, Academic procrastination, Procrastination, Motivation

URI

https://hdl.handle.net/11511/115185

Collections

Graduate School of Social Sciences, Thesis