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Grounded in self-determination theory, this study analyzes how basic psychological need (BPN) satisfaction and frustration relate to academic motivation and academic procrastination. Data from 617 undergraduate students were examined using mediational structural equation models. Results show academic motivation mediates the link between BPN satisfaction and procrastination, but not between BPN frustration and procrastination.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Need Satisfaction and Frustration and Academic Motivation  \nRylee Oram  \nUniversity of Ottawa  \nMaria Rogers  \nCarleton University  \nAbstract  \nProcrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70–95% . Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT) . Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:3 (2022)©2022 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nstructural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination.  \nKeywords: academic motivation, academic procrastination, self-determination theory, undergraduate mental health  \nRésumé  \nLa procrastination est particulièrement répandue dans la population étudiante postsecondaire, avec des taux de prévalence allant de 70 à 95 % . Les étudiants citent systématiquement la motivation, ou le manque de motivation, comme l’une des principales sources de leur procrastination. L’une des théories les plus importantes expliquant la motivation est la théorie de l’autodétermination (TAD) . Malgré les liens directs entre la motivation et la procrastination, cette dernière a rarement été examinée sous l’angle de la TAD. Laprésente étude examine la relation entre la satisfaction et l’insatisfaction des besoins psychologiques fondamentaux (BPF), et la motivation et la procrastination scolaires. Un échantillon de 617 étudiants de premier cycle a rempli un questionnaire en ligne portant sur leur expérience universitaire. Une analyse de médiation des données a été réalisée à l’aide de modèles d’équations structurelles. Les résultats indiquent que la motivationscolaire a un effet médiateur significatif sur la relation entre la satisfaction des BPF et la procrastination, mais pas sur la relation entre l’insatisfaction des BPF et la procrastination. Ces résultats démontrent l’importance de satisfaire les BPF des étudiants de premier cycle, car cela peut augmenter leur motivation scolaire et, par conséquent, réduire leur procrastination.  \nMots-clés : motivation scolaire, procrastination scolaire, théorie de l’autodétermination, santé mentale des étudiants de premier cycle  \nCanadian Journal of Education / Revue canadienne de l’éducation 45:3 (2022) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nAccording to recent research, students have high prevalence rates of procrastination, ranging from 70–95%(Burka & Yuen, 2008; Schouwenburg et al., 2004) . A considerable amount of recent research has focused on procrastination in the academic context. This is referred to as academic procrastination. Academic procrastination is restricted to the tasks and activities related to learning and studying (Steel & Klingsieck, 2016) . Research has investigated the consequences, causes, and correlates of academic procrastination to inform the development and implementation of interventions for students.  \nCon","cbCaimpolvmzWobO","https://ap.wps.com/l/cbCaimpolvmzWobO","pdf",413886,27,"English","# Introduction\n# Consequences of Procrastination\n# Motivation and Procrastination","[{\"question\":\"What does the study investigate about undergraduate procrastination?\",\"answer\":\"It examines the relationship between basic psychological need satisfaction and frustration, academic motivation, and academic procrastination.\"},{\"question\":\"How was the data collected for the study?\",\"answer\":\"A sample of 617 undergraduate students completed an online questionnaire about their university experience.\"},{\"question\":\"What is the key mediation finding regarding motivation?\",\"answer\":\"Academic motivation significantly mediates the relationship between BPN satisfaction and procrastination, but there is no similar mediation for BPN frustration.\"}]","Academic Procrastination in Undergraduate Students - Understanding the Role of Basic Psychological Need Satisfaction and Frustration and Academic Motivation | PDF",1792084140,68]