Correlations of Academic Procrastination and Locus of Control with Academic Achievement in Nursing Students: The Mediating Role of Achievement Motivation

Academic achievement depends on the proper physical, psychological, and functional aspects of an individual. The present study aimed to assess the correlations between academic procrastination and locus of control with academic achievement in nursing students and determine the mediating role of achievement motivation.

This was a descriptive-correlational research, particularly based on structural equation modeling. The sample population consisted of 726 nursing students at Babol University of Medical Sciences, Iran in 2018. In total, 508 students were selected via simple random sampling. Data were collected using Herman’s achievement motivation inventory, Solomon & Rothblum academic procrastination scale, and Rotter’s locus of control scale.

There was a significant correlation between achievement motivation (r=0.29; p≤0.01), locus of control (r=0.17, P≤0.01), and academic procrastination (r=-0.19; p≤0.01) with Academic Achievement. The research model was considered fitting, and 0.38 of the academic achievement variance could be explained by achievement motivation, academic procrastination, and locus of control. In addition, achievement motivation played a mediating role in the association between academic procrastination and locus of control.

Reduction of academic procrastination and increased locus of control could promote achievement motivation in students, which in turn improves their academic achievement.