Academic Motivation & Self-regulation
Procrastination, Learned Helplessness, and Fear of Failure
Central Question
What motivational beliefs and self-regulatory mechanisms underlie academic procrastination?
Overview
This early research program investigated the motivational underpinnings of academic procrastination among high school and college students. Key findings include: the belief that "effort is not contingent on outcomes" predicts procrastination in gifted students; fear of failure plays a dual role in academic engagement; and activation control moderates the relationship between motivation and procrastination. This work laid the foundation for later methodological research on measuring psychological constructs.
Selected Publications
This was early research (2014–2016) that motivated the later methodological work on measurement paradigm unification.
Related Grants
College Student Research Scholarship (2015)
Title: 大學生拖延閒混的兩種亞型--短視近利型及意志軟弱型拖延閒混
Ministry of Science and Technology
Grant No. 104-2815-C-002-188-H
College Student Research Scholarship (2014)
Title: 從絕望中看見希望--探討數理資優生習得性無助背後的學習動機與家庭因素
Ministry of Science and Technology
Grant No. 103-2815-C-002-057-H