Influence of invalidating childhood environment and emotion regulation on academic procrastination
DOI:
https://doi.org/10.18800/psico.202602.015Keywords:
Academic procrastination, Childhood invalidating environment, Emotional invalidation, Difficulties in Emotional Regulation, Biosocial TheoryAbstract
A debilitating childhood environment can lead to difficulties in emotional regulation, which contribute to academic procrastination. However, the direct effect of this environment on procrastination has been less studied. To explore this issue, 236 students from different Argentine universities were surveyed using self-selection sampling. Structural equation modeling was applied to analyze the relationships between variables. The results showed that emotional regulation significantly predicted procrastination, while the invalidating childhood environment did not have a direct effect, but rather an indirect effect mediated by emotional difficulties. These findings highlight the need to strengthen emotional regulation and foster validated parental environments to prevent procrastination in the university setting.
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