Abstract
Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.
Highlights
Throughout the educational process, a high prevalence of procrastination has been found among students [1]
Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students
The results of the proposed mediation model indicated an acceptable model fit: χ2 (687) = 1148.898, p = 0.00; root mean square error of approximation (RMSEA) = 0.032; standardized root mean residuals (SRMR) = 0.042; Tucker-Lewis index (TLI) = 0.950; comparative fit index (CFI) = 0.953 (We modelled relationships among observed variables and the results showed an excellent fit to data: χ2 (8) = 15.55, p = 0.05; RMSEA = 0.037; SRMR = 0.021; TLI = 0.980; CFI = 0.992)
Summary
Throughout the educational process, a high prevalence of procrastination has been found among students [1]. The student who procrastinates tends to experience low self-esteem [9], low self-control [10], low self-efficacy [11,12], stress [13,14], burnout, anxiety [15], or unhealthy eating and sleeping habits [11,16,17]. This phenomenon—which is both frequent and harmful to well-being—is apparently simple because it behaviourally consists of a mere delay in carrying out an activity that is necessary, important, or both, despite its negative consequences [2,18]. There are no verified data confirming whether the teaching method—or more precisely, a system of assessment or continuous monitoring of student activity—predisposes students to procrastinate, such as the system applied in European universities following the guidelines of the Bologna Plan [22]
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