The effect of parenting styles on Chinese undergraduate nursing students’ academic procrastination: the mediating role of causal attribution and self-efficacy

Frontiers in Psychology

Psychology

Guangli Lu¹  Sijia Wu²  Yuanyuan Li²  Xiajun Guo²  Wanglin Dong²  Chaoran Chen²  Haishan Tang² 

[1] Institute of Business Administration, School of Business, Henan University, Kaifeng, China;Institute of Nursing and Health, School of Nursing and Health, Henan University, Kaifeng, China;

关键词: parenting style;    academic procrastination;    attribution style;    self-efficacy;    nursing students;   

DOI  :  10.3389/fpsyg.2023.1167660

 received in 2023-02-16, accepted in 2023-06-27,  发布年份 2023

来源: Frontiers

【 摘 要 】

BackgroundAcademic procrastination is common among college students, but there is a lack of research on the influencing mechanism of academic procrastination among nursing students. The purpose of this study was to explore the influence of parental rearing patterns on academic procrastination of nursing students, and the mediating role of causal attribution and self-efficacy.MethodsUsing Parental Bonding Instrument, Aitken Procrastination Inventory, Multidimensional Multi-Attribution Causality Scale and General Self-Efficiency Scale, the data of 683 nursing undergraduates from two universities in China were collected. Moreover, path analysis for structural equation modeling via AMOS 26.0 to evaluate mediation path model.ResultsPositive parenting style was negatively associated with academic procrastination (r = –0.350) and negative parenting style was positively associated with academic procrastination (r = 0.402). Positive parenting style directly or indirectly predicted academic procrastination through the mediating effect of internal attributional style (β = –0.10, 95% CI: –0.18 to –0.04) and self-efficacy (β = –0.07, 95% CI: –0.11 to –0.03), and this mediating effect accounted for 41.46% of the total effect. Positive parenting style directly or indirectly predicted academic delay through the mediating effect of external attributional style (β = 0.12, 95% CI: 0.07 to 0.17) and self-efficacy (β = 0.05, 95% CI: 0.03 to 0.08), and this mediating effect accounted for 42.5% of the total effect. In addition, causal attribution and self-efficacy of nursing students play a chain intermediary role between parenting style and academic procrastination.ConclusionParents should give students more care and autonomy and reduce control. In addition, educators should give students attribution training, which is helpful to improve students’ self-efficacy and reduce academic procrastination.

【 授权许可】

Unknown   
Copyright © 2023 Li, Dong, Tang, Guo, Wu, Lu and Chen.