In
te
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n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.2,
Ju
n
e
20
1
8
,
pp. 87~
9
3
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
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.
v
7.
i
2
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5
9
7
87
Jou
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ge
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s
core.
c
om
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dex
.
p
h
p
/IJERE
Mediati
o
n R
o
le of Locus of C
on
trol on the Relationshi
p
of
Learned-helplessness and Ac
ademic Procrastination
Ku
su
san
t
o
Prih
ad
i
1
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Ch
r
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s
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in
e
Y
.
H.
T
an
2
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Reimy T.S
.
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a
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P
.L
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Jon
ath
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gar
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C
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L
eo
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o
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1
, Yu
Jin Tee
1
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Dep
a
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m
e
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o
f P
s
hy
colo
gy,
H
ELP
Univers
i
t
y
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M
a
l
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ia
2
De
pa
rtme
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t
of
Psyc
ho
lo
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,
DI
S
TED Co
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M
a
la
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ia
Art
i
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e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
A
pr 9,
2018
Re
vise
d Ma
y
1
1
, 201
8
Ac
ce
p
t
ed
M
a
y
2
4
,
2
018
T
h
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s
t
u
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a
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t
o
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u
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y
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m
e
d
iation
rol
e
o
f
loc
u
s
of
c
ontrol
o
n
t
h
e
im
pact
of
l
earned
help
les
s
n
e
ss
o
n
s
tu
den
t
s
’
aca
d
e
m
i
c
p
r
ocrast
in
ation.
S
t
udies
repo
rted
t
h
a
t
m
o
re
t
han
70
%
univ
e
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it
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st
udents
p
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ocrast
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cept
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vu
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p
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nishing
the
pro
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rasti
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e
tasks
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t
was
hy
pothes
i
zed
t
h
a
t
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t
e
rnal
l
o
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us
o
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c
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trol
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LOC
can
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ed
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t
h
e
ef
f
ect
i
f
the
learned
h
e
l
p
l
e
ss
ness
(
LH
)
o
n
a
c
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d
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mic
pro
c
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n.
D
ata
w
a
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b
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util
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a
s Duttwe
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I
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P
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Scale
(adapted
f
or
academ
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s
etting)
a
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p
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ness
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cal
e.
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lti
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howed
t
hat
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on
occu
rred;
t
h
e
p
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cti
on
of
L
H
o
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p
ro
crast
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natio
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becam
e
in
sig
n
ificant
when
iLOC
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s
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trol
le
d
.
I
n
o
t
he
r
wo
rds,
w
h
e
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stud
e
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ts
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e
lie
ve
t
ha
t
they
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re
i
n
con
t
ro
l
of
t
he
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e
ven
t
s
,
t
he
l
ess
likel
y
t
h
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y
w
i
ll
procras
t
i
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at
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doing
t
h
ei
r
tas
k
s
du
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hel
p
l
ess feeli
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K
eyw
ord
:
Aca
d
em
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c
proc
r
asti
nat
i
o
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Lea
r
ned-he
lple
ssne
ss
Lo
cu
s o
f
c
ont
ro
l
Pr
ocra
stina
t
io
n
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Kususanto Pr
i
h
adi,
D
e
pa
rtme
nt
o
f
P
s
hyco
l
o
gy,
H
ELP
U
nivers
it
y,
S
uba
n
g
2
Cam
pus,
P
e
r
s
ia
ran Ca
kera
w
a
la,
401
5
0
S
hah A
l
a
m
, S
e
lang
o
r,
M
al
ay
si
a.
Em
ail:
pri
h
ad
i.k@
he
lp.e
d
u
.m
y
1.
I
N
TR
OD
U
C
TI
O
N
A
c
ade
m
ic
P
r
o
c
r
a
s
ti
nat
i
o
n
(A
P
)
can
b
e
a
se
rio
u
s
pr
ob
lem
a
m
ong
un
i
v
e
r
s
i
t
y
s
t
ude
n
t
s
a
t
a
ny
l
e
ve
ls,
espec
i
al
ly
b
ec
a
u
se
it
co
n
n
ec
ts
t
o
sig
n
i
f
ica
n
tl
y
low
e
r
G
P
A
[1].
N
e
verthele
ss,
7
0
–
9
5
%
o
f
u
n
d
ergra
dua
te
stude
n
t
s
pr
ocra
stina
t
e
on
t
h
e
ir
a
c
a
dem
i
c
t
a
sks
a
n
d
e
x
pe
rienc
e
d
a
cad
e
m
ic
d
e
l
ays
[2].
T
her
e
fore
,
AP
i
s
a
chro
nic
pr
oble
m
a
mong
u
n
i
v
e
rsit
y
st
ude
n
t
s
t
h
at
r
eq
uire
s
m
o
re
a
t
te
n
tio
n
fr
om
e
duca
t
i
o
n
sta
k
e
h
ol
der
s
.
F
o
r
d
e
ca
d
e
s,
r
e
s
ea
r
c
h
e
rs
h
a
d
b
e
e
n
s
t
udy
ing
a
bout
t
h
e
f
acto
r
s
of
A
P
[3,
4,
1
,
5]
a
nd
fa
c
t
ors
re
late
d
to
i
nd
iv
id
ua
l
di
ffe
re
nce
s
s
uc
h
as
s
el
f-
regu
l
a
ti
o
n
a
n
d
m
ot
i
v
at
ion
w
e
r
e
r
epor
te
d
t
o
b
e
c
o
n
n
ec
ted
w
i
th
A
P.
O
ther
d
o
m
inan
t
f
a
c
t
o
r
s
ex
plo
r
e
d
b
y
t
h
o
s
e
af
o
r
emen
t
i
on
ed
s
tu
di
es
a
re
r
e
l
a
t
ed
t
o
h
ow
i
n
d
i
v
id
u
a
l
s
n
e
g
a
tive
l
y
e
v
al
ua
te
them
se
lves,
or
l
ear
n
e
d
he
lp
le
ssness
(LH)
,
as
w
ell
as
h
ow
t
he
y
c
re
d
i
t
t
h
e
m
selves
on
the
i
r
even
ts,
or
i
n
t
e
r
na
l
loc
u
s o
f
c
on
tro
l
(L
O
C
)
.
I
t
i
s
re
por
t
e
d
in
s
om
e
st
ud
ie
s
t
h
a
t
how
i
nd
i
v
id
ua
ls
e
va
lua
t
e
a
n
d
c
r
ed
it
the
m
se
lve
s
i
s
ac
t
u
a
l
ly
pred
ic
t
e
d
by
how
t
he
y
pe
r
c
e
i
ve
o
the
r
p
e
o
p
l
e
e
x
p
e
c
t
t
h
e
m
[6].
T
h
e
theor
y
o
f
s
y
m
b
o
lic
i
nter
ac
ti
on
[7]
sup
por
t
e
d
t
h
is
p
erspe
c
t
i
v
e
,
a
s
t
h
e
t
h
e
o
ry
c
an
b
e
summ
ar
ized
a
s
i
n
d
i
vi
d
u
al
s
perc
e
i
ve
t
hem
s
el
ves
bas
e
d
o
n
the
i
r
perc
e
p
t
i
o
n
o
n
o
t
hers’
e
xpe
cta
t
i
on.
I
n
th
e
c
o
n
t
e
x
t
o
f
t
h
e
st
ud
y,
A
P
is
s
ee
n
a
s
a
n ou
tc
ome
of
h
ow
s
tude
n
t
s
perc
ei
ve
t
he
ir
e
duca
t
ors’
e
xp
ecta
t
i
o
n
t
o
w
a
rds
them
;
in
o
t
h
er
w
o
rds,
w
h
e
n
the
s
t
ude
nt
s
per
cei
ve
d
t
h
at
t
h
e
educ
a
t
ors
exp
e
ct
t
hem
to
b
e
i
n
c
a
p
ab
le
o
f
pe
rform
i
ng
ac
adem
ica
l
l
y
w
e
l
l
;
t
h
e
y
w
i
l
l
s
e
e
t
h
e
m
s
e
l
v
e
s
a
s
ac
adem
ica
l
l
y
h
e
l
p
l
e
s
s [8] and th
e
r
efor
e procra
stina
t
e
.
N
ever
t
h
e
l
e
ss,
w
h
e
n
t
hey
bel
i
e
v
e tha
t
t
hey are
in c
o
n
t
r
ol
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
87 –
93
88
of
t
heir
o
w
n
e
ve
nt
(
p
o
sses
s
i
ng
i
n
t
e
r
n
a
l
L
O
C
),
t
heir
p
erc
e
pt
i
on
to
wards
ot
h
e
rs’
e
x
p
ect
an
cy
w
i
l
l
n
o
t
a
ffe
ct
the
i
r pe
rce
p
t
i
o
n
of t
h
e
i
r
ow
n ca
pab
i
l
i
t
y
[9],
w
h
ic
h m
i
gh
t le
ad
to less AP.
1.1.
Factor
s
of A
cad
e
mic
Procr
a
st
i
n
ati
o
n
B
e
ca
use
AP
h
as
b
een
one
o
f
the
ma
jor
a
c
a
d
e
m
ic
p
ro
b
l
em
s,
s
tud
i
es
o
n
it
h
ave
bee
n
c
o
n
d
u
c
t
ed
f
or
dec
a
de
s,
a
nd
mult
i
p
le
f
ac
to
r
s
h
ave
be
e
n
r
e
p
or
t
e
d
as
i
t
s
p
r
e
d
i
ct
ors.
H
ow
e
v
er,
it
s
e
e
m
s
t
ha
t
a
l
l
t
h
e
f
actors
prom
o
t
i
n
g
A
P
c
a
n
b
e
c
a
teg
o
riz
e
d
i
n
t
o
int
e
r
n
al
(
from
t
h
e
i
n
d
i
v
i
d
ua
l
s
t
hem
s
elv
e
s)
o
r
externa
l
(from
the
perc
ep
ti
o
n
o
f
t
h
e
i
n
di
v
i
d
u
a
l
s
on
othe
r
pe
o
p
le’s
a
ttri
b
ut
e
to
t
h
em
).
A
mon
g
t
he
e
xter
n
a
l
fac
t
or
s
is
n
egat
i
v
e
eva
l
ua
tio
n
fr
o
m
o
t
h
e
r
s
[1
0],
a
nd
pe
er
i
n
f
l
u
ence
[
11].
N
e
vert
hel
es
s,
d
e
s
p
ite
t
he
a
for
e
m
e
nti
one
d
fac
t
ors
ar
e
con
s
i
d
ere
d
e
x
t
e
r
nal,
i
nd
i
v
i
d
u
a
l
s
n
ee
d
t
o
p
erc
e
ive
t
h
em
i
n
ce
rta
i
n
w
ays
b
e
fore
d
e
v
e
l
op
ing
an
y
proc
ras
t
i
n
a
tio
n
beha
v
i
or.
F
o
r
insta
n
c
e
,
a
lth
o
u
g
h
t
he
ir
e
d
u
c
a
tors
k
e
e
p
t
e
ll
i
ng
t
he
s
tu
de
nts
t
h
at
t
h
e
y
a
r
e
c
a
p
abl
e
o
f
wo
rki
ng
effec
t
i
v
e
l
y,
t
he
ir
p
e
r
ce
p
tio
n
o
n
t
he
ir
e
ffica
c
y
w
ill
de
te
rmine
t
h
ei
r
ac
tu
al
b
eh
a
v
io
r,
o
r
i
n
t
hi
s
co
nt
ex
t
,
w
h
e
t
h
e
r
the
y
pr
o
cra
s
ti
n
a
te
[
1
2
].
A
p
ar
t
from
pe
r
c
e
i
ve
d
ex
terna
l
f
ac
t
o
r
s
,
s
o
me
i
n
t
er
na
l
fac
t
or
s
ha
ve
b
ee
n
reporte
d
a
s
major
predictors
of
A
P
,
f
or
i
ns
tance,
s
elf-regul
a
tion
fail
ur
e
[1,
13],
self
-
d
ete
rm
i
n
ed
m
ot
iva
t
i
o
n
/
i
n
t
r
i
ns
ic
m
ot
iva
t
ion
(Lee
,
20
1
0
;
Ra
ke
s
&
D
u
n
n
,
20
1
0
),
s
e
l
f-e
s
te
e
m
[
14],
self-efficac
y
[1,
2
]
,
a
s
w
e
l
l
a
s
l
a
z
i
n
e
s
s
,
s
t
r
e
s
s
a
n
d
mo
t
i
v
a
ti
on
[
15].
In
l
i
n
e
w
i
th
t
h
e
p
revi
o
u
s
par
a
grap
hs,
i
t
i
s
un
derst
o
od
tha
t
m
a
n
y
of
t
he
a
fore
me
nti
o
n
e
d
pr
ev
i
o
u
s
stud
ies
ass
u
m
e
d
tha
t
eac
h
fa
ct
or
i
s
per
c
eive
d
by
t
h
e
stude
n
t
s
i
n
su
ch
a
w
a
y
b
efor
e
lea
d
ing
t
h
e
m
t
o
procr
a
st
ina
t
i
o
n
.
I
n
othe
r
w
o
rd
s,
how
i
n
d
i
v
i
d
u
a
l
s
e
v
a
l
ua
te
a
nd
c
r
e
d
it
t
h
em
sel
v
es
i
s
ac
t
u
al
ly
p
re
dic
t
e
d
b
y
h
o
w
t
h
ey
p
erc
e
i
v
e
ot
h
e
r
p
e
op
l
e
e
xp
ec
t
t
h
em
t
o
be
(
Ro
c
k
,
20
16
).
M
an
y
o
f
t
h
e afor
em
ent
i
o
n
e
d
s
t
u
d
i
e
s
,
for
e
x
am
ple
the
o
n
e
b
y
C
h
e
n
et
a
l
(2
01
6)
s
tate
d
tha
t
i
t
t
a
ke
s
peer
e
x
p
e
c
ta
t
i
on
t
o
b
e
p
e
rc
eive
d
i
n
s
u
c
h
a
w
a
y
b
y
a
s
tu
de
nt
befor
e
h
e
or
s
he
p
r
o
cra
s
t
i
n
at
e;
s
t
ude
n
t
s
w
h
o
perc
ei
ved
t
h
at
s
u
p
p
o
rt
o
r
h
e
lp
i
s
no
t
a
c
c
e
s
si
ble,
m
i
g
ht
d
eve
l
o
p
ten
d
e
n
c
y
t
o
pr
ocra
stina
t
e
,
a
n
d
s
t
u
de
nt
s
w
i
t
h
h
i
gh
re
sis
t
an
ce
t
o
p
ee
r
i
n
fl
uenc
e
w
i
l
l
n
o
t
p
rocr
asti
na
t
e
,
de
spi
t
e
bei
n
g e
xpec
t
e
d
t
o
do s
o
by
the
i
r pe
ers.
1.2.
Le
arn
e
d He
lp
lessn
e
s
s
a
s
Pre
d
i
ct
or
Less
eff
i
c
a
c
i
o
u
s
i
n
d
i
v
id
ua
ls
w
ho
r
e
cei
ved
ne
ga
ti
ve
f
eed
ba
c
k
t
e
n
d
t
o
d
ou
bt
t
he
ir
p
erf
o
rm
i
n
g
ab
i
l
i
t
ies
mo
re
t
h
a
n
u
s
ua
l
an
d
fall
i
nt
o
i
rra
t
i
on
a
l
c
ogn
i
t
i
o
n
(St
e
el
,
20
07
)
tha
t
b
ri
n
g
s
th
em
t
o
t
h
e
pe
rce
p
tio
n
of
b
e
i
n
g
hel
p
less
[1
6]
t
ha
t
eve
n
tua
l
ly
b
ro
ug
h
t
t
hem
t
o
A
P
.
O
t
h
e
r
s
t
u
d
i
es
r
e
p
orte
d
tha
t
i
nd
i
v
id
ua
ls
w
ho
c
o
n
ce
al
t
he
i
r
true
p
erform
ance
a
bi
liti
e
s
t
o
se
c
u
r
e
t
h
e
i
r
s
e
n
s
e
o
f
s
e
l
f
-
w
o
r
t
h
are
mo
re
l
i
k
e
l
y
to
p
ostpo
n
e
t
o
st
art
o
r
d
el
a
y
s
the
com
p
le
t
i
on
o
f
t
asks
[
1
7
].
I
n
o
t
her
w
o
r
d
s,
p
rocr
astina
t
i
on
ac
ts
a
s
a
s
e
l
f
-
h
a
ndi
c
a
ppi
ng
s
t
r
at
e
g
i
e
s
[
1
8
]
o
r
inc
u
bat
o
r
for
LH
in som
e
w
ay [14].
I
n
ge
nera
l
,
y
o
u
ng
a
d
ul
t
s
w
i
t
h
n
ega
tive
pe
rce
p
t
i
on
of
s
e
l
f
a
n
d
l
i
fe
t
e
nd
to
p
rocr
astina
t
e
[2,
19].
In
t
he
c
o
nt
ex
t
of
i
t
s
r
el
ati
o
nship
with
A
P
,
L
H
i
s
r
e
l
a
t
ed
t
o
th
e
pe
rce
pt
i
o
n
t
h
a
t
a
c
a
de
mic
tas
k
s
ar
e
u
n
co
n
t
roll
a
b
l
e
,
ave
r
sive
,
and
ine
s
ca
pa
b
l
e
se
tbac
ks
a
nd
t
o
t
he
t
e
nde
nc
y
t
o
e
xpla
in
t
h
e
se
s
et
bac
k
s
u
s
i
ng
the
pe
ss
i
m
i
s
t
i
c
e
x
p
l
a
n
a
t
o
r
y
s
t
y
l
e
,
a
n
d
t
h
e
f
o
l
l
o
w
i
n
g
p
e
r
c
e
p
t
i
o
n
t
h
a
t
i
t
i
s
p
o
i
n
tle
ss
t
o
fin
i
s
h
t
he
t
as
k
o
n
tim
e
[2
0].
To
get
h
er
w
ith
a
n
x
i
et
y,
L
H
i
s
s
een
a
s
a
prod
uc
t
o
f
a
f
ea
r
a
nd
ne
ga
t
i
ve
e
x
p
ect
ati
o
n
of
a
c
a
d
e
m
i
c
resu
l
t
,
w
h
i
ch
c
a
n
b
e
t
r
ig
g
e
red
by
n
e
g
a
t
i
v
e p
a
st e
xpe
ri
en
ce
re
l
at
e
d
t
o
a
c
a
d
emi
c
p
erfo
rm
ance
a
s
well a
s
ne
g
a
t
i
v
e perc
ep
ti
on
to
wards
social suppor
t [1].
T
he
r
ole
o
f
LH
i
n
pred
i
ct
i
n
g
A
P
w
a
s
a
lso re
por
ted
i
n
a
st
u
d
y
w
her
e
resi
l
i
e
nce,
c
o
p
in
g st
ra
teg
i
es, an
d
psy
c
h
o
l
og
ic
al
w
e
l
l-
be
i
ng
ar
e
inv
o
l
v
e
d
i
n
t
h
e
l
i
fe
o
f
uni
ve
rsi
t
y
s
tud
e
nts
[2
1].
The
a
f
ore
m
e
n
ti
one
d
fac
t
or
s
te
n
d
to
p
u
t
i
n
d
iv
i
d
u
a
ls
i
nt
o
a
n
a
l
i
e
n
ate
d
s
ta
ge,
w
h
ere
em
oti
ona
l
an
d
s
ocia
l
s
u
p
por
ts,
suc
h
a
s
sp
iritua
l
a
c
t
i
v
i
t
ies
or
c
o
un
seli
ng
a
re
h
i
ghl
y
requ
i
r
e
d
.
S
i
mi
l
a
rly
,
p
ro
cra
s
t
i
n
a
t
i
n
g
b
e
h
a
v
i
or
i
s
a
pa
t
t
ern
t
h
at
i
s
de
ve
lo
p
e
d
by
i
n
d
i
vid
u
a
l
s
who
f
e
e
l
b
e
tt
e
r
d
oi
ng
so
rat
h
er tha
n
t
o
t
a
l
l
y
avoi
d
s
t
he
task
[2
2]
Th
e
th
e
o
ry
o
f
sy
mbol
i
c
i
nte
r
a
c
t
io
n
[7
]
su
ppo
rt
s
th
e
a
f
o
r
emen
t
i
o
ne
d
pe
rspec
t
i
v
e
;
a
s
t
h
e
t
h
eor
y
exp
l
a
i
ne
d
tha
t
i
n
d
i
v
idua
l
s
p
er
ceive
t
hem
s
elve
s
base
d
o
n
t
he
i
r
p
e
r
ce
p
t
i
o
n
o
n
o
t
h
er
s’
e
xpec
t
a
tio
n.
I
n
th
e
con
t
e
x
t
of
t
he
s
t
u
d
y
,
A
P
i
s
se
en
a
s
a
n
o
ut
com
e
o
f
how
s
t
ude
n
t
s
perc
e
i
ve
h
ow
o
t
h
e
r
p
eo
p
l
e
ar
ou
n
d
t
hem
expe
c
t
t
hem
to
b
e
;
i
n
ot
he
r
w
o
rds,
w
h
e
n
the
st
ude
n
t
s
pe
rce
i
ve
d
t
h
at
t
he
y
are
e
xpec
t
e
d
t
o
p
e
rform
ac
adem
ica
l
l
y
w
ell
ea
s
ily,
t
he
y
wi
ll
s
ee
t
hem
s
el
ves
as
c
apab
le
t
o
p
er
form
w
ell
ac
a
d
em
ica
l
l
y
,
i
n
c
l
u
d
i
n
g
subm
it
tin
g
the
assi
gnme
n
t
o
n
time
,
a
nd v
i
ce
ve
r
sa.
Pr
ocras
tinators
refl
ect
t
h
e
i
r
ta
sk-c
ompe
ten
c
y
to
s
el
f-
w
o
rt
h
[2
3
]
;
t
he
s
ucc
e
s
s
or
f
a
i
l
u
re
o
f
a
ny
tas
k
ac
com
p
lis
hme
n
t
w
i
l
l
n
o
t
o
nl
y
be
s
ee
n
a
s
t
a
s
k-re
late
d,
b
u
t
a
ls
o
to
t
hem
s
e
l
ve
s
as
w
o
r
thy
ind
i
vi
d
u
a
l
s
[2
3].
In
order
t
o
p
ro
tec
t
s
e
l
f-w
o
rt
h,
t
h
e
y
a
v
o
i
d
do
i
n
g
t
h
e
ta
sk,
bec
a
u
se
t
he
y
perc
e
i
ve
t
ha
t
the
i
r
s
e
lf-
w
ort
h
w
ill
be
a
t
st
a
k
e
w
h
e
n
t
h
e
y
s
how
a
ny
e
r
ror
i
n
t
he
t
as
k
c
o
m
p
l
e
tio
n
[
14].
The
refore,
the
procrastin
atio
n
occur
r
en
c
e
c
a
n
als
o
b
e
pr
e
d
ic
ted
b
y
w
he
the
r
a
n
i
n
di
v
i
d
u
a
l
p
erc
e
i
v
es
t
ha
t
he/s
h
e
is
c
a
p
ab
le
o
f
d
o
i
n
g
t
h
e
task
;
t
h
u
s
,
it
i
s
h
ypo
t
h
esi
zed
th
a
t
wh
en
t
h
e
he
l
pl
ess
n
ess i
s
p
e
r
ce
i
v
e
d
or
l
e
arne
d
,
t
h
e
proc
r
a
st
ina
t
i
o
n
occ
u
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
S
N
:
2252-
88
22
M
e
d
i
a
tio
n Ro
l
e
of L
o
cus o
f
C
o
n
t
ro
l on
t
h
e Re
lat
i
o
n
s
h
i
p
o
f
… (
K
us
us
ant
o
Pri
h
a
d
i
)
89
1.
3.
Locu
s
of
C
o
n
t
r
ol
a
s
Me
d
i
at
or
The
m
o
re
i
nter
nal
t
h
e
st
u
d
e
n
t
s
’
LO
C
,
t
he
l
e
ss
t
h
ey
p
erc
e
i
v
e
the
msel
v
e
s
as
n
eg
ati
v
e
b
a
sed
on
t
h
e
i
r
pe
r
c
e
p
t
i
o
n
o
f
ot
her
s
’
e
x
pect
anc
y
[
9]
.
O
n
t
he
o
t
h
e
r
h
a
nd,
t
he
t
h
eor
y
o
f
LH
s
ta
t
e
d
t
h
a
t
L
H
is
s
ig
ni
fi
ca
ntl
y
pr
ed
icte
d
by
t
h
e
ne
ga
t
i
ve
e
x
p
e
r
i
ence
(
i
n
t
he
f
or
m
of
f
a
i
l
u
r
e
o
r
p
a
i
n
s
)
of
i
nd
i
v
i
d
ual
s
r
eg
a
r
di
ng
a
c
e
r
t
ai
n
ta
s
k
[
1
8
]
,
a
t
t
he
s
a
m
e
tim
e,
t
he
t
he
or
y
o
f
[
2
4
]
state
d
t
hat
i
n
d
i
v
i
d
u
a
l
s
wi
th
i
n
t
erna
l
LO
C
te
n
d
t
o
cre
d
it
t
h
e
m
selves
fo
r
t
h
e
i
r
ev
e
n
t
s
.
It
c
an
b
e
i
m
pl
e
m
e
n
te
d
th
at
A
P
c
o
mmi
t
t
e
d
b
y
s
t
ud
e
n
t
s
w
ith
i
nt
e
r
n
a
l
LOC
i
s
not
p
re
di
c
t
ed
by
the
i
r
per
cep
ti
on
o
f
a
n
y
o
t
her
i
n
di
vid
u
a
l
s,
b
ec
au
se
t
h
e
y
w
ill
b
l
ame
t
h
emsel
v
es
f
o
r
t
h
e
i
r
A
P.
T
h
e
af
o
r
emen
t
i
on
ed
s
t
a
t
e
men
t
s
le
ad
s
t
o
a
not
h
e
r
h
y
p
o
t
h
esi
s
t
h
a
t
L
O
C
me
di
a
t
e
s
t
he
r
e
l
a
tio
ns
hi
p
be
t
w
een
L
H
a
nd
A
P
.
C
o
n
n
ec
ti
o
n
b
et
w
e
e
n
L
O
C
a
n
d
A
P
h
a
d
b
ee
n
r
e
por
ted
in
s
om
e
st
udie
s
w
it
h
mi
x
e
d
di
re
cti
o
n
s
;
a
st
udy
re
p
o
r
t
e
d
t
h
at
i
n
d
iv
i
d
u
a
l
s
w
it
h
i
n
t
e
rn
al
L
OC
t
en
d
t
o
r
el
at
e
th
ei
r
succ
es
s
e
s
a
n
d
a
c
h
ieve
m
e
nts
to
t
hem
s
e
l
ve
s,
th
us
g
r
a
nt
ing
t
h
e
m
a
s
ense
o
f
r
e
sp
o
n
sib
i
l
i
t
y
for
t
h
e
i
r
a
c
ti
o
n
s,
w
hic
h
i
n
t
u
r
n
l
e
s
se
n
the
i
r
pr
ocr
a
s
tina
t
io
n
be
ha
v
i
or
[
25]
;
ne
ve
r
t
hele
ss,
n
o
s
i
g
n
i
f
i
ca
nt
d
i
f
f
e
r
e
nce
of
A
P
be
t
w
e
e
n
ind
i
vi
du
a
l
s
w
i
t
h
i
n
t
er
n
a
l
a
n
d
e
x
t
e
r
n
a
l
LO
C
ha
ve bee
n
d
i
sc
o
v
er
ed
[
26,
2
7]
.
Mor
e
o
v
e
r
,
it
w
a
s
a
r
g
ued
t
h
a
t
s
t
u
d
e
nt
s
who
are
lik
el
y
to
p
ro
c
r
ast
i
n
a
t
e
a
r
e
m
o
r
e
i
ntr
i
nsic
ally
m
oti
v
ate
d
,
com
p
ar
e
d
t
o
th
ose
w
ho
ar
e
no
t.
T
h
er
efo
r
e,
h
ig
h
i
n
tern
a
l
L
OC
m
ig
h
t
a
lso
pos
i
tive
l
y
pr
ed
ict
A
P
.
A
st
ud
y
am
o
n
g
c
ol
le
ge
s
tude
n
t
s
disc
o
v
er
ed
t
ha
t
st
ude
n
t
s
w
i
t
h
i
n
t
e
rn
al
L
O
C
t
en
d
to
h
av
e
lo
we
r
AP
a
nd
h
i
g
h
er
a
c
a
d
em
ic
a
c
h
i
e
ve
m
e
nts
[
2
0]
.
I
n
l
i
n
e
w
ith tha
t,
a
no
t
h
er
s
t
u
dy
a
m
ong u
n
ive
r
s
i
t
y
s
t
u
de
n
t
s
st
a
t
e
d
t
h
a
t
the
m
o
re
i
nter
na
l
t
h
e
i
r
LOC,
t
h
e
m
ore
t
h
ey
p
er
cei
ve
d
t
h
e
m
selves
a
s
ef
fi
cien
t
i
n
a
ca
de
mic
c
o
nt
e
x
t
(
l
o
w
s
cor
e
of
A
P
)
,
and
th
e
l
o
w
e
r
the
i
r
A
P
w
as,
th
e
m
o
r
e
t
he
y
j
u
dge
d
them
se
l
v
e
s
m
or
e
pos
iti
ve
l
y
i
n
t
h
e
pr
esen
t
a
n
d
t
h
e
f
u
tur
e
[
2
8
]
.
I
n
othe
r
w
o
r
d
s,
w
hen
st
ude
n
t
s
p
e
r
ceive
t
ha
t
t
h
e
i
r
e
v
e
n
t
s
a
r
e
u
n
d
e
r
t
h
e
i
r
c
o
n
t
r
o
l
(
i
n
t
e
r
n
a
l
L
O
C
)
,
t
h
e
y
t
e
n
d
t
o
t
a
k
e
m
o
r
e
r
e
s
p
o
n
s
i
b
i
l
i
t
y
r
e
g
a
r
d
i
n
g
t
h
e
i
r
a
c
a
d
e
m
i
c
ta
sks
a
nd
per
f
or
m
a
nc
e,
t
her
e
for
e
t
he
y
w
ill
no
t
pr
ocr
a
sti
n
a
t
e.
Re
late
d
t
o
L
H,
i
ntern
a
l
LOC
was
cli
n
ic
a
lly
e
v
i
de
n
t
i
n
r
e
du
cin
g
the
l
e
ve
l
of
L
H
a
m
o
n
g
pat
i
e
n
t
s
w
it
h
ch
ron
i
c
di
se
ase
[
2
9
]
;
t
h
e
more
t
h
e
p
at
ie
nt
s
b
e
l
i
e
v
e
d
th
at
t
h
e
i
r
a
t
t
i
t
u
d
e
o
f
l
i
v
i
n
g
a
n
d
b
e
h
a
v
i
o
r
c
a
n
a
f
f
e
c
t
t
h
e
se
v
e
ri
ty
o
f
the
i
r
i
llne
s
s,
t
he
l
ess
t
h
ey
f
e
l
t
h
e
lp
less.
O
n
t
h
e
othe
r
ha
n
d
,
ano
t
h
e
r
st
ud
y
d
i
sc
ove
r
e
d
tha
t
i
t
w
a
s
ne
it
her
i
n
t
e
r
n
a
l
nor
e
xter
nal
LO
C
tha
t
w
il
l
r
e
duc
e
t
h
e
fe
e
lin
g
o
f
h
elp
l
e
s
sn
e
s
s,
i
t
i
s
t
h
e
b
a
l
an
ce
b
etwee
n
in
ter
n
a
l
a
n
d
e
x
t
er
na
l
LO
C
[
3
0]
.
A
nothe
r
st
u
d
y
r
ep
or
te
d
th
at
w
he
n t
h
e hel
p
le
ssness
is
lea
rn
ed,
i
n
d
i
vid
u
a
l
s
wi
l
l
show
l
ow
e
f
f
o
r
t
a
nd
p
u
t
b
l
a
m
e
on
any
t
hi
n
g
b
u
t
t
hem
s
el
ves
[
31]
.
1.
4.
C
o
n
cep
tu
al
F
r
a
me
w
o
r
k
F
ind
i
ng
s
of
t
he
a
for
e
m
e
nt
ione
d
st
ud
ies
in
dic
a
t
e
d
t
ha
t
i
n
m
any
ca
ses,
L
H
pr
edic
ts
A
P
a
m
on
g
co
l
l
e
g
e
or
u
n
i
ve
rs
ity
s
tu
de
nt
s.
A
t
the
sam
e
t
ime
,
L
H
i
s
a
lso
t
i
g
h
t
l
y
c
o
r
r
e
late
d
to
i
nter
nal
LO
C
,
w
her
e
i
n
t
e
r
na
l
LO
C
ten
d
t
o be c
orr
e
late
d wi
t
h
l
es
s LH.
This in
t
e
r
r
e
lati
on
sh
i
p
l
e
a
d
s t
o
t
he
h
y
p
o
t
he
t
i
c
a
l
i
nter
r
e
l
a
ti
o
n
shi
p
a
m
o
ng
the
thr
e
e
va
r
i
a
b
les
i
l
l
u
s
t
r
a
te
d
i
n
F
i
gur
e
1.
F
i
gur
e
1.
T
he
h
y
p
o
t
h
e
t
i
c
al
m
ode
l
F
i
g
u
r
e
1
i
l
l
u
s
t
r
a
t
e
s
t
h
e
h
y
p
o
t
h
e
s
e
s
o
f
t
h
i
s
c
u
r
r
e
n
t
s
t
u
d
y
t
h
a
t
inte
rn
al
L
OC
m
e
d
i
a
t
e
s
the
pred
ic
t
i
o
n
o
f
LH
o
n
AP.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
2,
June
2
0
18 :
87 –
93
90
2.
RESEARCH
M
ETH
O
D
S
now
ba
ll
s
am
pli
n
g
ha
s
bee
n
d
one
i
n
order
to
r
ecr
uit
t
h
e
pa
rt
i
c
i
pa
n
t
s
f
r
om
s
oc
i
a
l
me
di
a
s
u
ch
a
s
F
a
ceboo
k,
I
ns
ta
gram
a
nd
W
ha
tsA
p
p
a
p
p
l
i
cati
o
n.
C
o
l
le
ge
s
tu
de
nts
w
h
o
are
c
o
n
n
ec
t
e
d
t
o
t
he
a
u
t
ho
rs
w
er
e
gi
ve
n
l
i
n
k
s
t
o
t
he
i
ns
t
r
ume
n
t
s
a
n
d
c
o
n
se
n
t
f
orm
,
a
nd
the
y
w
er
e
a
s
ke
d
to
s
ha
re
t
he
l
i
n
k
in
t
he
ir
s
ocia
l
m
e
dia
page
s to
a
ttra
c
t
m
ore
pa
rtic
ipa
n
ts from
t
h
e
i
r netw
ork.
D
em
og
r
a
p
h
i
c da
ta
s
uc
h
a
s
c
o
u
n
try
of
o
r
i
gi
n,
c
oun
try o
f
stud
y,
a
nd
le
v
e
l
of
s
t
u
d
y
w
e
r
e
a
l
so
c
o
l
l
e
c
t
e
d
i
n
order
to
pur
i
f
y
t
h
e
da
ta
f
rom
t
h
e
less
pr
eferr
e
d
sam
p
le
s;
f
or
in
sta
n
c
e
,
pa
rt
ic
ipa
n
ts
w
h
o
a
re
n
ot
c
u
rrent
ly
u
niv
e
rsit
y
stu
d
e
n
t
s,
o
r
no
t
st
u
d
y
i
ng
i
n
t
he
r
ese
a
rc
h
l
o
ca
t
i
on
w
er
e
no
t
tak
e
n
as
s
am
ple
of
t
h
i
s
st
udy.
G
*P
ow
er
c
a
l
c
u
lat
i
o
n
h
as
a
l
s
o
b
een
d
on
e
i
n
o
rd
er
t
o
o
b
t
a
i
n
t
h
e
ad
equ
a
t
e
numbe
r
of
s
a
m
pl
e
s
a
nd
60
col
l
e
g
e
s
t
u
d
e
n
t
s
w
e
r
e
rec
r
uit
e
d
t
o
p
ar
t
i
c
i
pa
t
e
i
n
t
h
e
s
t
ud
y.
T
he
y
ar
e
be
t
w
e
e
n
1
8
and
24
yea
r
s of
a
ge
, a
nd ar
e
st
ud
y
i
n
g
i
n P
e
nang,
Ma
l
a
y
sia.
S
e
lf-
e
steem
o
f
the
pa
rt
i
c
ipa
n
ts
w
a
s
m
e
a
sured
by
us
i
n
g
t
h
e
Rose
n
b
e
r
g
S
e
l
f
-
e
s
t
e
e
m
s
c
a
l
e
[
3
2
]
,
w
h
i
l
e
D
u
t
t
w
e
i
l
e
r’s
I
nter
na
l
C
o
ntro
l
S
c
a
l
e
[3
3]
w
as
u
ti
lize
d
i
n
ord
e
r
t
o
m
e
a
s
u
r
e
t
h
e
l
e
v
e
l
o
f
i
n
t
e
r
n
a
l
L
O
C
,
a
n
d
P
u
r
e
P
r
ocra
stina
t
io
n
S
c
a
l
e
[34]
w
as
e
m
p
lo
y
e
d
to
m
easure
t
h
e
A
P
a
m
ong
t
he
p
a
r
ti
c
i
pa
n
t
s.
A
p
ane
l
o
f
ex
per
t
s
fr
om
Un
iv
e
r
sit
i
S
ain
s
M
al
ay
si
a
,
H
ELP
Un
i
v
ersit
y
,
a
n
d
DIS
TED
C
ol
l
e
g
e
M
a
ly
s
i
a,
a
s
w
e
ll
a
s
s
ev
e
r
al
c
ol
le
g
e
stude
n
t
s
fr
om
t
he
s
am
e
age
grou
p
as
t
he
p
a
r
t
i
ci
pa
nt
s
ha
ve
b
een
f
o
r
m
e
d
i
n
orde
r
to
t
es
t
he
c
on
ten
t
v
al
i
d
it
y
o
f
ea
ch
s
ca
le
.
Th
e
sc
ales
w
er
e
up
l
o
a
d
e
d
i
n
th
e
form
o
f
Go
o
g
le
F
or
m
i
n
or
der
to
a
lle
v
i
a
t
e
t
h
e
e
f
f
i
c
i
e
n
c
y
i
n
da
ta
col
l
ec
t
i
o
n
a
s
w
e
ll
a
s
t
o
di
m
i
n
i
s
h
t
he
p
oss
i
bi
lit
y
of
h
um
an
e
r
r
o
r
duri
n
g
da
ta
e
n
t
ry.
T
h
e
c
o
l
l
ec
te
d
da
ta
w
as
ana
l
yz
e
d
by
u
t
i
liz
i
ng S
P
SS
w
ith P
RO
CES
S
a
dd o
n
i
n
order
to see
t
h
e
me
dia
tio
n
effec
t
.
3.
RESULT
S
A
N
D
ANALY
S
IS
Ta
b
l
e
1 ill
us
trates t
he
r
esu
l
t
s
of
the
da
t
a
a
na
ly
se
s
fo
r
e
a
c
h
p
at
h of
t
he
m
edia
t
i
on
m
ode
l
hy
p
o
t
h
es
iz
e
d
in
F
i
g
ure
1.
T
a
b
le
1
d
ep
ic
ts
t
he
i
nterre
la
tions
h
i
p
am
on
g
varia
b
le
s.
P
a
t
h
a
sh
ow
s
t
h
a
t
L
H
ha
s
si
gn
ifica
n
t
nega
t
i
ve
e
ffec
t
on
LO
C
[F
(1,
58)
=28.
6
3
,
p
<
.
0
0
1
].
I
n
ot
her
w
o
rds,
t
he
p
re
di
c
t
or
h
a
s
s
ig
n
i
f
i
c
a
n
t
neg
a
t
i
v
e
effec
t
on
t
he
m
edia
t
o
r
(b
=
-.
7
6
)
;
w
hic
h
m
ea
ns
t
ha
t
o
n
e
p
o
i
n
t
inc
r
em
ent
o
f
the
LH
o
f
a
n
i
n
d
iv
i
dua
l,
t
he
m
ore
exter
n
al
t
he
L
O
C
.
In
p
a
t
h
b,
i
t
w
a
s
show
n
tha
t
i
n
t
erna
l
LO
C
sig
n
i
f
i
c
a
n
t
l
y
c
o
n
t
ri
bute
d
t
o
the
de
cre
a
se
o
f
A
P
[F
(2,57)=
7
.6
7,
p
=.0
0
2
]
w
h
e
n
c
on
trol
le
d
f
o
r
LH
[
t(57)=
-2
.
09,
p
=
.0
4
1
];
t
he
m
ore
i
n
ter
n
al
t
he
L
O
C
,
th
e
less
like
l
y
o
n
e
w
o
ul
d
show
A
P
be
ha
v
i
or,
r
e
gar
d
l
e
ss
the
LH
.
P
a
th
c
s
h
o
w
s
t
h
a
t
L
H
si
gnif
i
c
a
nt
ly
p
redi
c
t
s
AP
[F
(1,58)=
1
0.38
,
p=.00
2
,
R²
=
1
.52]
;
w
h
i
c
h
m
eans
t
h
a
t
t
h
e
h
i
g
her
t
he
l
eve
l
o
f
t
h
e
he
lp
less
ness
lear
ned
b
y
in
div
i
dua
ls,
t
h
e
m
o
re
t
hey w
i
ll s
how
a
ca
de
mic
proc
rasti
n
atio
n.
Tab
l
e
1.
R
e
s
u
l
t
s
of The
Me
dia
t
i
on
Anal
yses of Ea
ch P
ath
pa
th a
p
a
t
h b
pa
th c
p
a
t
h a
b
p
a
t
h c
’
F
(1
,5
8)
=
2
8
.
6
3
p<
.
001,
R²=
.
33
b=
-.
76,
t(58
)
=
-.
5
.
35,
p<.
001
F(2,
57
)
=
7.
67
p=
.
011,
R²
=
.
21
C
ontrol
l
e
d
for L
H
b=
-.
16,
t(57
)
=
-
2.
09,
p
=
.
04
1
F
(
1,
58
)=
10.
38
p=
.
002, R
²=
1
.
52
b=
.
27,
t
(
58
)=
3
.
98,
p=
.
0
2
(
b
=
.
79)
BCa
C
I
[.
143,
.
315]
Doe
s
not
c
ontain ze
ro
F(2,
57
)
=
7.
6
7
p=
.
011,
R²=
.
21
C
ontrolle
d for LOC
b=
.
15,
t
(57)
=
1
.
51,
p=
.
1
4
P
a
th
a
b
sh
ow
s
tha
t
t
he
i
nd
ir
ec
t
effec
t
o
f
LH
on
A
P
t
hr
ou
gh
LO
C
was
sig
n
i
fica
nt,
as
t
he
b
ias-
corr
ecte
d
b
oo
t
s
tra
p
ped
c
o
nfi
d
enc
e
i
n
t
erva
l
doe
s
n
o
t
co
n
t
a
i
n
z
e
r
o
[B
Ca
CI(.143,
.
31
5)
.
F
u
rther
m
ore
,
p
ath
c
’
show
s
t
h
e
oc
c
u
rre
nce
o
f
a
t
ota
l
m
ed
ia
t
i
on
,
beca
use
w
h
e
n
c
on
tro
l
led
for
LO
C,
t
he
L
H
bec
a
m
e
a
n
on-
sign
ifica
n
t
pre
d
i
c
t
o
r
for
A
P
[
t(5
7
)
=
1.5
1
,
p
=
.1
4].
The
oc
c
u
rr
enc
e
o
f
f
ull
me
di
a
t
i
on
ind
i
c
a
te
d
t
h
a
t
w
h
e
n
t
h
e
stude
n
t
s p
o
sse
s
s ade
q
u
a
te in
t
erna
l
LO
C, or in o
the
r
w
ords be
lie
ve
t
ha
t t
h
e
y
a
re in co
n
t
rol
of th
e
ir s
ucce
s
s
an
d
fa
il
ure
,
t
h
e
y
w
oul
d
no
t
l
i
k
el
y
be
a
ffe
c
te
d
b
y
t
h
e
he
lp
less
ne
ss
th
ey
h
av
e
l
e
a
r
n
e
d
in
t
h
e
p
a
s
t
in
s
ub
mi
tti
n
g
t
h
ei
r
w
o
rk
on
ti
m
e
.
O
n
t
he
o
t
h
e
r
h
an
d,
it
ca
n
a
l
so
b
e
co
nc
lu
d
e
d
t
h
at
s
t
u
d
e
n
t
s
w
ho
te
nd
s
to
p
roc
r
ast
i
na
te
t
he
ir
ac
adem
ic
t
ask
due
t
o
t
h
e
fe
eli
n
g
o
f
l
ac
k
of
s
u
p
p
o
rt
o
r
ca
pab
i
li
t
i
es
t
e
nd
t
o
b
e
l
ieve
t
ha
t
the
i
r
suc
c
ess
an
d
f
a
i
l
u
r
es
a
re
b
ey
on
d
t
h
ei
r co
nt
ro
l
.
4.
DISC
USSION
In
a
m
o
r
e
detai
l
ed
p
ict
u
re,
fin
d
i
n
gs
o
f
t
h
is
c
urre
nt
s
tu
dy
su
pp
orte
d
t
h
e
previ
o
us
r
ep
orts
t
hat
s
t
ude
n
t
s
w
ho
l
e
arne
d
t
h
at
t
he
y
w
e
r
e
h
e
l
p
l
e
ss
te
n
d
t
o
p
r
o
cra
s
t
i
n
a
te
t
he
ir
w
or
k
[1
4,
4
,
1
8
].
F
or
t
his
k
i
n
d
o
f
procr
a
st
ina
t
or
,
a
c
a
d
e
m
ic
t
as
k
s
a
r
e
p
e
r
ce
i
v
e
d
t
o
be
o
verw
he
l
m
i
n
g
,
ine
s
c
a
pab
l
e
,
a
nd
un
con
t
ro
l
l
a
b
le,
u
p
t
o
an
exte
n
t
t
ha
t
t
h
e
y
b
e
l
ie
ve
t
ha
t
f
i
n
i
s
h
i
n
g
i
t
on
t
i
me
o
r
pay
ade
q
u
a
t
e
effor
t
t
o
do
s
o
i
s
po
int
l
e
ss
[2
0].
T
h
i
s
i
s
a
l
s
o
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Med
i
a
t
i
o
n
Ro
le
of L
o
cus o
f
Con
t
r
o
l
on t
h
e
Rela
tio
ns
h
i
p o
f
… (
K
us
us
an
to
Priha
d
i
)
91
con
s
is
t
e
d
w
i
th
t
he
r
epor
t
s
t
at
i
ng
tha
t
t
he
p
erc
e
pt
ion
o
f
h
el
p
l
e
ss
ness
l
e
d
stude
n
t
s
to
A
P
[19].
In
o
t
h
er
w
ords,
the
y
h
ave
a
l
r
e
a
dy
be
lie
ve
d
t
h
at
t
he
y
d
o
n
o
t
h
ave
w
h
a
t
i
t
t
a
kes
to
p
e
r
form
w
ell
aca
dem
i
c
a
ll
y,
t
hu
s
t
h
er
e
is
n
o
po
int
i
n
s
u
b
mi
tti
ng
t
a
s
ks
o
n
tim
e.
T
hi
s
p
h
e
n
om
eno
n
i
s
repre
s
en
t
ed
w
e
ll
in
t
he
s
t
a
t
i
s
t
ica
l
r
e
s
ul
t
of
t
h
i
s
s
t
ud
y,
w
h
ic
h sta
t
e
d
t
h
a
t LH
s
i
g
n
i
fica
ntl
y
p
r
e
d
i
ct
s AP
[F
(
1,
58)=
1
0.
38,
p
=
.
002,
R²
=
1.
52].
S
t
ati
s
t
i
c
a
l
a
na
l
y
s
i
s
resu
lts
a
ls
o
sh
ow
n
t
h
at
L
H
nega
tive
l
y
pred
i
c
ts
i
nte
r
nal
LO
C,
a
nd
pre
d
ic
ti
on
i
s
qu
ite
pow
e
rful
(b
=
-.
76)
t
ha
t
w
h
e
n
t
he
s
t
u
d
e
n
t
s
ha
ve
t
he
ir
L
H
s
co
re
i
ncre
as
ed
b
y
one
l
ev
el
,
th
e
i
r
in
t
e
rn
a
l
LO
C
de
cre
a
se
d
b
y
0
.
7
6
p
o
i
nts.
T
his
fin
d
i
ng
es
ta
bl
i
s
he
d
the
arg
u
me
nt
t
h
a
t
th
e
i
n
creas
e
o
f
L
H
will
g
et
in
div
i
dua
ls
L
O
C
to be
m
or
e
e
x
ter
n
a
l
[
3
1
]
as w
ell
a
s
the
w
or
k
of
A
pr
il
e
t
a
l
(20
1
2
)
w
h
ich
sug
g
e
s
te
d
t
h
at
t
he
re
is
a
n
ee
d
for
b
a
lance
be
t
w
e
e
n
ex
terna
l
a
nd
i
n
t
er
n
a
l
LO
C
to
k
e
e
p
i
t
from
b
e
c
o
mi
ng
t
o
o
e
x
t
e
rn
al
due
t
o
th
e
in
flue
nce
o
f
L
H
.
I
n
ot
her
w
o
r
d
s,
i
n
e
x
t
r
em
e
ca
ses,
s
tu
d
e
nt
s
w
h
o
w
ere
exp
o
s
ed
t
o
an
y
so
u
r
ce
o
f
LH
w
il
l
bel
i
e
v
e
t
h
at
t
h
e
y
are
so
h
e
l
p
l
ess
u
p
to
t
he
p
oi
n
t
w
h
e
re
t
he
y
be
l
i
e
v
e
t
h
at
t
hey
ar
e
n
o
lo
n
g
er
i
n
c
ontr
o
l
of
t
he
ir
e
v
en
t
s
(
d
e
v
e
l
o
p
e
d
ext
e
rn
al
L
OC
).
N
e
v
ert
h
el
e
ss,
f
ul
l
me
d
i
at
ion
o
f
i
n
t
e
r
n
a
l
L
O
C
s
u
g
g
e
s
t
e
d
t
h
a
t
w
h
e
n
s
t
u
d
e
n
t
s
have
a
lr
ead
y
d
e
vel
o
ped
e
n
o
u
gh bel
i
e
f
t
ha
t
t
h
ey
a
re
i
n
c
o
n
t
rol
o
f
th
e
i
r
e
v
en
ts
(
h
a
vi
ng
a
de
q
u
a
t
e
i
nt
ern
a
l
LOC
)
,
the he
lpl
e
ssn
es
s
t
h
e
y
have
lea
r
ned
wi
l
l
n
ot a
ffe
c
t t
h
e
i
r
ac
adem
ic
pun
c
t
u
a
lit
y.
5.
CONCL
U
S
ION
S
i
m
i
la
r
to
t
he
p
r
e
v
i
o
u
s
stu
d
i
es,
t
h
is
c
urre
n
t
s
tu
dy
s
u
gges
t
ed
t
hat
tha
t
s
tu
den
t
s
ten
d
t
o
p
r
oc
rasti
n
a
t
e
w
h
en
t
he
y
pe
r
ceive
d
t
h
a
t
t
he
a
ssi
g
nm
en
t
s
a
re
ove
rw
helm
in
gly
be
y
o
n
d
t
he
ir
c
apab
i
lit
y.
H
owever
,
suc
h
perc
ep
ti
o
n
w
a
s
t
he
p
rod
u
c
t
o
f
lea
r
ne
d
he
lp
le
ssness,
w
h
i
c
h
m
e
a
n
tha
t
t
he
s
tu
de
nt
s
have
d
e
v
el
o
p
ed
t
he
ir
b
el
ie
f
tha
t
t
hey d
o
n
o
t
h
a
v
e the
r
e
q
u
i
red
ca
p
a
b
i
l
i
t
y
t
o finis
h
t
he
a
ss
i
gnm
en
t
on ti
m
e
.
This
p
e
r
ce
pti
o
n
of
h
e
l
p
l
e
ssness
is usua
l
ly
l
ea
rn
ed
f
rom
p
e
ers
or
t
he
ir
b
e
lie
f
t
h
a
t
he
i
r
pee
r
s
c
onsi
d
er
t
hem
as
i
nca
p
a
b
le.
S
o
me
p
re
vi
o
u
s
stud
i
e
s
em
phas
i
zed
t
h
a
t
r
e
silie
nc
e
m
i
g
h
t
h
e
l
p
t
h
e
st
ude
n
t
s
w
i
th
n
e
g
at
i
v
e
sel
f
-
p
er
c
e
pt
ion
t
o
f
i
n
is
h
the
assi
g
n
m
e
nt
o
n
ti
m
e
;
ne
verth
e
l
e
ss,
f
in
d
i
ngs
o
f
t
h
e
c
u
rre
nt
s
t
u
d
y
s
ug
ges
t
ed
t
ha
t
s
t
u
d
e
n
t
s
w
it
h
lear
ne
d
h
e
lp
less
ness
w
i
l
l
o
nl
y
be
c
a
p
a
b
le
t
o
submi
t
o
n ti
m
e
w
hen
t
h
e
y
h
a
v
e
inte
rna
l
l
oc
u
s
o
f
c
o
n
t
ro
l,
t
he
y
be
l
i
e
v
e
tha
t
t
hey
are
i
n
c
o
n
tr
ol
o
f
the
i
r ow
n
eve
n
ts.
The
fin
d
i
n
g
s
l
e
ad
t
o
the
c
o
ncl
u
si
on
t
ha
t
th
e
lear
n
e
d
he
lp
l
e
ssne
ss
w
i
ll
no
t
a
f
f
ect
t
he
s
tud
e
nt
s’
ca
pab
i
lit
y
t
o
s
ubm
it
the
i
r
ass
i
g
n
me
nt
o
n
tim
e
w
h
en
t
he
s
t
u
de
nts
b
e
l
i
e
ve
t
ha
t
b
e
i
n
g
la
t
e
o
r
bei
n
g
o
n
t
im
e
i
s
depe
n
d
i
n
g
on
t
he
i
r
o
w
n
d
e
c
i
sio
n
s
a
n
d
th
e
i
r
ow
n
ha
rdw
o
r
k
.
This
b
el
i
e
f
seems
t
o
n
u
lli
fy
t
h
e
h
elp
l
e
s
s
n
e
ss
th
e
y
have
lea
r
n
ed fr
o
m
the
peer
s
or
the f
ai
lures in the
p
as
t.
It
i
s
s
u
gge
ste
d
by
t
h
e
fi
nd
i
n
g
s
o
f
t
h
i
s
s
tu
dy
t
hat
procr
a
s
tina
t
i
o
n
in
aca
dem
i
c
se
tti
ng
occ
u
r
r
ed
due
t
o
t
h
e
p
e
rcep
ti
o
n
o
f
h
e
lp
l
e
ssn
e
ss
th
at
h
av
e
b
een
l
e
a
r
n
e
d
f
o
r
a
wh
i
l
e
,
ye
t
t
h
e
inf
l
ue
nce
w
i
ll
n
o
t
be
t
ha
t
da
ma
gin
g
w
h
en
t
he
s
t
u
de
nts
be
l
i
eve
t
h
at
t
he
y
a
r
e
re
spo
n
s
i
ble
an
d
i
n
c
o
n
t
ro
l
of
t
hei
r
e
ve
n
t
s.
I
n
ot
h
e
r
wo
rd
s,
procr
a
st
ina
t
i
o
n
w
i
l
l
n
ot ta
k
e
p
l
ac
e w
h
e
n
t
he s
t
u
de
nts fe
l
t
e
mpo
w
e
red a
n
d b
e
li
e
v
e t
h
at
the
y
ca
n p
o
si
tive
l
y
alter
the
i
r
e
v
e
n
ts
b
y
doi
ng t
h
e
i
r
be
st.
Ed
uca
t
ors
s
h
o
u
l
d be enc
ou
r
a
ge
d t
o
a
vo
i
d
giv
in
g ne
ga
t
i
v
e
r
em
a
r
ks t
o s
t
ude
n
t
s
in
o
r
d
er
t
o
a
v
o
i
d
t
h
e
deve
l
o
p
m
e
n
t
o
f
L
H
.
S
upp
or
tin
g
ac
ti
v
i
t
i
e
s
to
i
n
t
e
r
na
l
i
ze
s
t
u
den
t
s
L
O
C
c
a
n
als
o
b
e
do
n
e
in or
d
e
r
to r
e
duce
proc
rast
i
n
a
tio
n.
S
t
ud
ies
w
i
th
l
a
r
g
e
r
num
b
e
r
of
p
ar
t
i
c
i
pa
nts
w
i
t
h
l
a
r
ger
ra
ng
e
of
d
em
o
g
ra
phy
is
s
u
g
g
e
s
te
d
t
o
b
e
d
o
n
e
in
t
he near
f
u
t
u
r
e
.
Invol
v
e
me
n
t
of o
t
h
e
r varia
b
le
s,
s
uc
h as pe
r
sona
li
ty,
u
p
b
r
in
gi
n
g
, perc
ei
ved
p
a
re
nt
i
ng s
t
y
l
es,
o
r
s
t
u
d
e
nt
-l
ectu
r
e
r
r
at
i
o
i
s
hig
h
l
y
s
ugg
e
s
t
e
d
as
w
el
l
,
a
l
ong
w
i
th
t
he
u
sa
ge of
qua
lita
t
i
v
e
elem
ent
s
i
n
the
st
ud
y.
Be
ca
use
lea
r
ne
d hel
p
less
ness
m
i
gh
t
be
r
ela
t
e
d
t
o
more
n
e
g
a
tive
a
s
pe
c
t
s
of
l
i
f
e ot
h
e
r t
h
a
n
p
roc
r
ast
i
nat
i
on,
it i
s
sug
g
es
t
e
d
for
the
fut
u
re
r
e
s
ear
ch
t
o
i
n
ves
t
i
g
ate
t
h
e
m
e
d
i
a
tio
n
ro
le
o
f
lo
cus
of
c
o
n
tro
l
o
n
the
in
flue
nc
e
o
f
lear
ne
d
hel
p
l
e
ssne
ss
o
n
o
t
h
e
r
v
a
ria
b
les
in
l
ife,
s
uc
h
a
s
d
e
p
res
si
on,
l
e
a
rni
n
g
de
l
i
n
q
u
e
n
c
i
es,
or
a
c
a
dem
i
c
ac
hi
e
v
em
en
ts i
n gene
ra
l.
ACKNOW
LEDG
E
MEN
T
S
T
h
i
s
s
t
u
d
y
w
a
s
f
u
n
d
e
d
b
y
H
E
L
P
U
n
i
v
e
r
s
i
t
y
I
n
t
e
r
n
a
l
R
e
s
e
a
r
c
h
G
r
a
n
t
S
c
hem
e
a
nd
D
I
S
TED
C
ol
le
ge
Re
sear
ch F
un
d
i
n
g
f
or
D
epa
r
tme
n
t
of P
sych
ol
o
gy.
REFE
RENCES
[1]
R
.
M
.
K
las
s
en,
L
.
L
.
K
r
awch
uk
an
d
S
.
R
ajan
i,
"
Acad
em
ic
p
ro
crasti
natio
n
o
f
u
n
d
ergradu
a
tes
:
L
o
w
s
elf
-
efficacy
t
o
s
e
lf
-regu
late
p
redi
cts
hig
h
er
l
ev
e
l
s
of
p
ro
crasti
na
t
i
o
n
.,"
Con
t
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o
rar
y
Ed
ucatio
n
a
l Ps
ycho
l
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g
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93
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[2]
P
.
Steel
,
"Th
e
n
atu
r
e
o
f
p
rocrast
i
n
a
tio
n
:
A
m
e
t
a-analy
t
i
c
an
d
th
eoreti
cal
r
evi
e
w
of
q
ui
n
t
ess
e
n
t
ial
self
-regul
ato
r
y
fa
i
l
u
r
e
.
,"
Psych
ol
ogi
ca
l
Bu
ll
eti
n
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B
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F
r
i
t
zs
che,
B.
R.
Y
ou
ng
and
K.
H
ick
s
o
n
,
"
In
di
v
i
dual
diff
erences
in
academ
ic pro
c
r
as
ti
nation
t
e
nden
c
y an
d writ
in
g
s
u
ccess
,
"
Per
s
onal
it
y an
d
In
di
vidual
Diff
eren
ces,
v
o
l
.
3
5,
no.
7
,
pp.
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5
4
9
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2003
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
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7,
N
o.
2,
June
2
0
18 :
87 –
93
92
[4]
J
.
L.
J
oh
ns
on
a
nd
A
.
M
.
B
loom
,
"An
anal
ysi
s
o
f
th
e
con
t
ri
b
utio
n
o
f
t
h
e
f
iv
e
f
actors
of
p
erso
nal
i
ty
t
o
v
a
ri
ance
i
n
acad
em
i
c
pro
crasti
natio
n,"
Personality and Indivi
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[5]
L
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J.
S
olom
on
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nd
E
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ot
hb
lum
,
"
Academ
i
c
p
rocrast
i
n
a
ti
o
n:
F
req
u
en
c
y
a
n
d
c
og
ni
tiv
e
-
b
eh
avio
ral
correlat
e
s,"
J
o
urna
l o
f
c
o
un
se
lin
g
p
s
y
c
ho
lo
gy
,
vol. 31, no. 4,
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[6
]
P
. Rock
,
M
ak
ing
of sy
m
b
o
l
i
c
i
n
t
eracti
o
nism,
Sp
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g
er, 2
01
6
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[7]
S
.
S
t
ryker,
"
Identity
S
al
i
e
n
ce
and
Rol
e
P
erf
o
r
m
anc
e
:
T
h
e
R
elevan
c
e
o
f
S
y
m
boli
c
I
nteracti
o
n
T
h
eory
f
o
r
F
amil
y
Research
,
"
Jour
na
l of M
a
r
r
i
a
g
e
an
d F
a
mil
y
,
v
o
l
. 3
0, n
o
. 4
, pp
.
5
5
8
-5
64
,
1
9
6
8
.
[8]
K
.
Pr
i
h
adi,
N
.
I.
H
ai
rul
and
J.
H
azri
,
"
St
ude
n
ts
’
Self
-E
s
t
eem
a
n
d
t
h
e
ir
P
ercepti
on
o
f
T
eacher
B
eh
avi
o
r:
A
S
t
u
d
y
o
f
Between-Class
A
bi
l
i
ty
G
roup
i
n
g,
"
El
ectro
n
i
c Jo
ur
nal
of
Res
e
arch
i
n
Edu
c
ationa
l
Psych
ol
ogy,
vo
l.
8
,
no
.
2
,
p
p
.
70
7
-
72
4, 2
01
0.
[9]
K
.
P
r
ih
ad
i,
N
.
I.
H
ai
rul
and
J.
H
azri,
"
M
e
d
i
at
ion
Eff
ect
o
f
L
o
cu
s
o
f
C
on
trol
o
n
the
Cau
s
al
R
el
ation
s
hi
p
b
e
tw
een
S
t
u
d
en
ts
’
P
e
rcei
ved
T
e
ach
ers’
E
x
p
ect
a
n
cy
a
nd
S
e
l
f
-
Esteem
,"
Elect
ro
n
i
c
Jo
urna
l o
f
R
e
sea
r
ch i
n
Ed
ucatio
n
a
l
Ps
ycho
l
o
g
y,
vo
l.
10
, no
.
2
7
, pp
. 7
1
3
-7
36
, 20
1
2
.
[10
]
C
. D
.
S
ad
dler and J. Bu
l
ey
,
"P
redi
ctors
of academ
ic p
rocra
stinat
i
o
n
in
c
ol
lege
s
t
udent
s,"
Psy
c
h
olog
ic
al Re
p
o
r
t
s
,
vol.
8
4
,
n
o.
2
,
pp.
686-6
88.
,
1
9
99.
[11
]
B
.
B.
C
h
e
n,
Z
.
Shi
and
Y
.
W
ang
,
"
Do
p
eers
m
a
t
t
er?
Res
i
s
t
an
c
e
t
o
p
eer
i
n
f
lu
ence
a
s
a
m
ediat
o
r
bet
w
een
s
el
f
-
es
teem
and
p
r
ocrast
in
atio
n
amo
n
g
un
derg
raduat
e
s,
"
F
r
o
n
ti
er
s
in
psycho
l
ogy,
vo
l. 7
, pp
. 1-
6
,
2
0
1
6
.
[12
]
K
.
W
ä
sch
l
e,
A
.
Allg
aier,
A
.
L
ach
ner,
S
.
F
i
nk
a
n
d
M
.
Nück
le
s
,
"
Pro
c
rast
inatio
n
an
d
s
e
lf
-efficacy:
Traci
ng
vici
ous
a
n
d virtuo
u
s
c
irc
l
e
s
i
n
se
lf-re
g
u
l
a
t
e
d
le
a
r
ning
,"
L
e
ar
ni
ng an
d
i
n
structi
o
n
,
vo
l.
2
9,
p
p
.
1
03
-1
14
,
2
0
1
4
.
[
1
3
]
G
.
C
.
R
a
k
e
s
a
n
d
K
.
E
.
D
u
n
n
,
"
T
h
e
I
m
p
a
c
t
o
f
O
n
l
i
n
e
G
r
a
d
u
a
t
e
S
t
u
d
e
nts
'
M
o
t
iva
t
io
n
a
n
d
S
e
lf
-Regu
l
ation
on
Acad
em
ic P
ro
cras
ti
na
t
i
on.,"
Jo
urn
a
l of In
tera
c
tive On
li
ne
L
e
ar
ning
,
vo
l. 9
, n
o.
1,
p
p. 78
-
93
,
20
10
.
[14
]
E
.
Du
ru
a
nd
M
.
Balkis,
"P
rocrast
i
n
a
tio
n
,
self-es
t
eem,
acad
em
i
c
p
erf
o
rm
an
ce,
a
nd
w
el
l-
b
e
i
ng
:
A
m
oderated
me
d
i
a
t
io
n
mo
de
l,"
Int
e
rn
ation
a
l
Jou
r
n
a
l
o
f
Ed
uca
t
i
onal
Psych
ol
og
y,
v
o
l
.
6
,
n
o
.
2
,
p
.
9
7
, 2
01
7.
[15]
S
.
He,
"
A
M
u
ltivari
a
t
e
I
nves
tigati
on
into
A
c
a
demic
Procras
ti
n
a
ti
on
o
f
Un
iv
e
r
s
i
t
y
S
tu
d
e
n
t
s
,
"
Op
en Jour
na
l o
f
So
cial
S
c
i
e
nces
,
vo
l
.
5
,
p
p
. 1
2-2
4
.
, 20
1
7
.
[1
6]
R
.
E.
J
oh
nson
,
C.
C
.
Ro
se
n
a
n
d
P.
E
.
Le
v
y
,
"
Ge
tt
in
g
to
t
h
e
c
o
r
e
of
c
ore
s
e
lf
-eval
u
a
t
ion:
A
r
evi
e
w
a
n
d
recom
m
e
n
d
ati
ons,"
Jo
urn
a
l of Org
ani
zati
onal
Behavio
r,
vo
l.
2
9
,
p
.
39
1–4
13
,
2
0
08.
[17
]
F
.
M
.
S
i
r
ois,
"
Pro
c
rast
inatio
n
a
n
d
cou
n
t
e
rf
ac
t
u
al
t
h
i
nking
:
Avoi
din
g
w
h
a
t
migh
t
hav
e
b
ee
n
.
,
"
B
r
itish Journa
l o
f
S
o
cia
l
P
s
ych
ol
o
g
y,
vo
l.
4
3
,
p
.
269–
286
.
,
2
0
04.
[18
]
S
. W. P
ark
and
R. A
.
S
p
erl
i
n
g
, "
A
cadem
ic procr
as
tin
a
t
o
r
s a
n
d
t
he
i
r
s
e
l
f
-
r
e
g
u
l
a
ti
on
,
"
Ps
ycho
l
og
y,
v
o
l
.
3
,
no
.
1
,
p.
12
,
2
012
.
[19
]
P
.
S
t
eel
a
nd
J.
F
erra
ri
,
"Sex
,
edu
catio
n
an
d
pro
c
rasti
n
ati
o
n
:
an
e
p
i
d
e
miolog
ical
s
tu
dy
o
f
pro
c
ra
s
t
i
n
at
ors'
chara
c
t
e
ristics
f
r
om
a
g
l
obal sample,"
E
u
ropean
Journal
of
P
e
r
s
onality,
v
o
l
.
2
7
,
n
o
.
1, p
p
. 51
-
58
., 2
01
3.
[20
]
R
.
Carden
,
C.
B
ry
ant
an
d
R.
M
oss,
"
Locu
s
o
f
c
on
trol,
t
e
s
t
a
n
xi
ety,
acad
em
ic
p
rocras
ti
nati
o
n
,
and
ach
ieve
m
e
n
t
am
on
g co
ll
ege s
t
u
d
ent
s
,
"
Psych
ologi
cal
rep
o
r
t
s
,
v
o
l.
9
5
,
n
o.
2
,
p
p
.
58
1-58
2.
,
20
04.
[21
]
E
.
S
a
go
ne
a
n
d
M
.
E.
D
e
Caroli,
"
A
c
orrel
a
tio
n
a
l
st
ud
y
o
n
d
isp
o
sitiona
l
resil
i
ence,
p
sychological
w
ell-
b
e
i
ng,
a
nd
coping
s
trat
egi
e
s
i
n
u
n
i
versity
s
tudent
s
,
"
A
m
eri
c
an
Jou
r
n
a
l of Ed
uca
tio
nal Resea
r
ch
,
vol.
2,
no.
7
,
pp.
4
6
3
-4
71.,
2
014
.
[2
2]
I
.
S
.
A
bb
a
s
i
a
n
d
N.
G
.
A
l
gh
a
m
di,
"
T
h
e
P
re
va
le
n
c
e
,
P
re
dic
t
o
rs
,
Cau
s
es,
T
r
eatm
e
n
t
,
an
d
Im
pli
cati
ons
o
f
Procrasti
n
at
i
o
n
Behavi
ors
i
n
G
en
eral,
Academ
ic,
and
W
o
rk
S
ettin
g,
"
I
nt
ern
a
t
i
on
a
l
Jour
nal o
f
Ps
ycho
l
og
ic
a
l
Stu
d
ie
s,
vo
l. 7
, n
o. 1,
p
. 5
9,
20
1
5
.
[2
3]
J
. B
. Burk
a
and
L
.
M.
Yu
e
n,
Pro
crasti
n
a
tio
n:
W
h
y
y
ou
do
i
t
,
wh
at
t
o
do
abou
t
it.
, Cam
bri
d
ge
:
Da
C
a
p
o Pre
s
s,
2
00
8.
[2
4]
J
. B
. Ro
t
t
e
r,
S
o
c
i
a
l
l
earn
i
ng
a
n
d
clin
ical
p
sy
cho
l
o
g
y., 19
54
.
[25
]
J
.
P
r
och
ázka,
A
.
M
a
can
ov
á,
T
.
M
o
k
r
á,
P
.
Nek
u
l
ová,
A.
V
o
d
i
č
k
a
,
R.
Z
ezu
lk
a,
S
.
Ježek
a
nd
M
.
V
acul
í
k
.
,
"Vzt
ah
p
ro
kras
ti
nace
a
l
o
cu
s
o
f
c
on
trol
v
a
kad
e
m
i
ckém
p
ros
t
řed
í
[
T
h
e
re
l
a
tio
ns
h
i
p
b
e
tw
een
p
rocr
ast
i
nati
on
and
lo
cus
o
f
con
t
ro
l i
n
a
c
a
d
e
m
i
c en
v
i
ronm
ent]
," U
n
i
v
e
rzit
a K
a
rl
ov
a
,
P
ragu
e,
20
1
4
.
[2
6]
R
.
M
i
sh
ra
a
nd
S
.
M
u
n
j
a
l
,
"
A
S
tu
dy
o
n
Mu
l
t
i
d
ime
n
sion
a
l
L
o
c
u
s
o
f
C
o
n
trol
a
nd
t
he
P
rocrastin
ati
n
g
Behav
i
or
i
n
Em
plo
y
ees,
"
i
n
ICMES
S
20
15
: 1
7
th
Inter
nati
o
n
a
l Con
f
er
ence on
M
a
n
agem
e
nt,
Edu
c
atio
n an
d
So
cia
l
Sci
e
nce
,
Du
bai
,
2
015
.
[
2
7
]
M
.
P
h
i
l
i
p
s
,
"
D
o
e
s
L
o
c
u
s
o
f
C
o
n
t
r
o
l
T
a
s
k
I
n
t
e
r
e
s
t
H
a
v
e
a
n
E
ffect
o
n
P
r
ocras
tinati
o
n
?
,"
The Huron Univer
sity
Co
lle
g
e
J
o
urna
l o
f
Le
a
r
n
i
ng
a
n
d
Mo
tiv
a
tion
,
v
o
l
. 5
0,
no.
1
,
p
.
8,
2
01
2.
[28
]
E
.
S
a
g
o
n
e
a
n
d
M
.
E.
D
e
Caroli,
"
L
o
cu
s
of
c
on
trol
a
n
d
acad
e
m
i
c
s
e
lf
-e
ff
icacy
i
n
un
ivers
i
t
y
s
t
u
d
e
nts:
T
h
e
e
ff
ect
s
o
f
S
e
lf
-co
n
cep
ts,
"
Proc
e
d
ia
-S
oc
ia
l an
d
Be
ha
v
i
ora
l
Sc
ie
nc
e
s
,
vo
l. 11
4
, p
p.
22
2
-2
2
8
.
, 2
0
1
4
.
[29
]
R
.
A.
G
rek
hov
,
G.
P
.
S
u
l
e
ym
ano
v
a
an
d
E.
I
.
Ad
amo
v
i
c
h,
"
LO
C
US
O
F
CO
N
T
RO
L
AND
L
E
A
RN
E
D
HELPL
E
SSN
E
S
S
PHENOMEN
ON
IN
P
ATIENTS
W
I
TH
C
H
R
ONIC
I
N
TERNAL
D
I
S
E
A
SE
S.
,
"
Vestni
k
Vo
lg
ogra
d
sko
go Go
su
darstvenn
o
g
o
U
n
i
v
er
sitet
a
. Seri
â 1
1
.
Estes
t
v
e
nn
ye Nau
k
i,
vol.
1
5,
no.
1
,
p
p
.
74-8,
2
0
1
6
.
[3
0]
K
.
A.
A
pri
l
,
B
.
D
ha
ra
n
i
a
nd
K
.
Pe
te
rs,
"
I
mp
a
c
t
o
f
loc
u
s
o
f
c
on
trol
e
xp
ectancy
o
n
l
e
vel
of
w
ell-b
e
i
n
g
.
,
"
R
eview o
f
Eu
ro
pea
n
Stu
d
ie
s
,
vo
l. 4
, n
o
. 2
, p
. 1
24
., 2
01
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Med
i
a
t
i
o
n
Ro
le
of L
o
cus o
f
Con
t
r
o
l
on t
h
e
Rela
tio
ns
h
i
p o
f
… (
K
us
us
an
to
Priha
d
i
)
93
[31
]
D
.
Lem
o
i
n
e,
"
T
h
e
P
r
oc
es
s
o
f
S
elf
-
D
i
sc
ov
ery:
L
earned
Hel
p
le
s
s
n
e
ss,
S
elf
-
Effi
cacy,
a
n
d
E
n
d
o
g
e
n
o
u
s
Ov
erop
timism
,
"
1
7
20
16.
[
Onli
n
e
]
.
A
vailab
l
e:
h
ttps
:/
/s
srn.
com
/
abst
ract=2
768
51
1.
[32
]
M
. Rosen
b
erg,
"Ro
sen
b
erg
self
-e
s
t
eem
s
cale (RSE
).,"
Accep
ta
nce
a
nd
commitmen
t t
h
er
apy.
M
e
a
s
ures
pa
ck
a
g
e,
,
p
p.
6
1
,
5
2,
1
9
65.
[33]
P
.
C
.
D
ut
t
w
ei
l
e
r
,
"
The
interna
l
c
ontrol
i
ndex
:
A
newl
y
dev
el
op
e
d
m
easu
r
e
of
l
o
c
u
s
o
f
con
t
ro
l,"
E
duca
t
i
o
n
a
l an
d
p
sycho
l
o
g
ica
l
m
e
as
ur
ement
,
v
o
l.
4
4,
n
o
.
2
,
pp.
209-2
2
1
,
1
9
8
4
.
[34
]
P
.
Steel,
"Aro
usal
,
av
oi
dan
t
a
n
d
d
eci
sio
n
al
p
rocrast
i
n
a
tor
s
:
D
o
t
h
e
y
e
x
i
s
t
?
,
"
P
er
so
nal
it
y a
n
d
Ind
i
vi
du
al
Diff
eren
c
e
s
,
v
o
l.
4
8
,
n
o.
8
,
p
p
.
92
6-93
4.,
20
10.
Evaluation Warning : The document was created with Spire.PDF for Python.