Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students

Autor/inn/en	Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.
Titel	Reading Ability as a Predictor of Academic Procrastination among African American Graduate Students
Quelle	In: Reading Psychology, 29 (2008) 6, S.493-507 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Research Papers (Students); Reading Assignments; Graduate Students; Reading Comprehension; Multivariate Analysis; Correlation; Reading Ability; Fear; Failure; African Americans; Predictor Variables; Vocabulary; Statistical Significance; Time Management; Study Habits; Academic Achievement + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leseverstehen; Multivariate Analyse; Korrelation; Reading competence; Lesekompetenz; Furcht; Afroamerikaner; Prädiktor; Wortschatz; Zeitmanagement; Study behavior; Study behaviour; Studienverhalten; Schulleistung
Abstract	The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading ability variables and graduate students' levels of academic procrastination. Specifically, the first canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination resulting from fear of failure. The second canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination associated with writing a term paper, performing administrative tasks, attending meetings, keeping up with weekly reading assignments, and, most notably, performing academic tasks. Implications are discussed in the context of designing and implementing strategies designed to improve African American student performance and instruction in graduate-level courses. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10