Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students-Reference-Cited by-同舟云学术

Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students

Published:2024-06-18 Issue:3 Volume:39 Page:3029-3045
ISSN:0256-2928
Container-title:European Journal of Psychology of Education
language:en
Short-container-title:Eur J Psychol Educ

Author:

Li Yuhua^ORCID,Liu Chunyan,Huo Zhenzhen,Zhang Libin,Han Jingya,Li Quan,Feng Tingyong^ORCID

Funder

National Natural Science Foundation of China

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10212-024-00851-4.pdf

Reference66 articles.

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4. Berkman, E. T., Hutcherson, C. A., Livingston, J. L., Kahn, L. E., & Inzlicht, M. (2017). Self-control as value-based choice. Current Directions in Psychological Science, 26(5), 422–428. https://doi.org/10.1177/0963721417704394

5. Chang, R., Ma, J., & Zhang, N. (2013). Research on the academic emotions of pupils and the relationship with academic procrastination. Education Science, 29(4), 82–85.