Influence of Perceived Parental Psychological Control, Academic Self-Concept, and Resilience on Academic Procrastination among Indian Adolescents

Abstract

Academic Procrastination is a prevalent issue among adolescents, significantly impacting their academic performance and overall well-being. The focus of the study was to examine the influence of Parental Psychological Control, Academic Self-Concept and Resilience on Academic Procrastination among adolescents. A sample of N= 150 adolescents (76 male and 74 female) with age range between 13-18 years, from 2 schools in Delhi-NCR, was selected through purposive sampling method with informed consent. The tools used were Psychological Control Scale-Youth Self Report (PCS-YSR), Academic Self-Concept Scale (ASCS), Academic Procrastination Scale (APS-KAYM), Child & Youth Resilience Measure- Revised (CYRM-R). Multiple Regression was used to determine the influence of independent variables on dependent variables. To find out the significance of the mean difference between gender, Independent Sample t-test was also adopted. The results show that Parental Psychological Control Mother and Father, Personal Resilience, Academic Confidence and Academic Efforts play a significant predictors role in Academic Procrastination. Gender differences were noted, with females exhibiting higher academic self-concept, resilience and lower procrastination compared to males. The findings suggest that higher levels of parental psychological control, lower academic self-concept, and personal resilience are associated with increased academic procrastination among adolescents. These results underline the importance of addressing parental influence, self-concept, and resilience in interventions aimed at reducing academic procrastination and fostering academic success. By understanding these factors, parents, educators, and policymakers can develop strategies to create environments conducive to academic achievement and well-being in adolescents.