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Academic procrastination, characterized by the act of postponing the completion of an assignment, is a prevalent behaviour observed among students worldwide and has significant consequences for academic achievement. This study investigates the influence of academic procrastination on academic achievement in university students. This study also determines the mediating effect of locus of control and the moderating effect of parental involvement on the relationship between academic procrastination and academic achievement.

This work utilized a cross-sectional and causal research design. The study used a survey in English to obtain responses from university students within the Northern Indian Region. The study received 539 responses from participants and 507 were used after data cleaning. This study used structural equation modelling using AMOS 25.0 for hypothesis testing.

The regression analysis using structural equation modelling showed that the external locus of control leads to academic procrastination, whereas the internal locus of control negatively affects academic procrastination. In addition, academic procrastination negatively influences academic achievement, emphasizing procrastination’s adverse effects on students’ performance. Moreover, academic procrastination mediates and parental involvement moderates the association between locus of control and academic achievement.

The present study investigated a unique conceptual framework involving locus of control, parental involvement, academic procrastination and academic accomplishment. The study makes an essential contribution to educational psychology and also enhances earlier theoretical frameworks concerning antecedents of academic accomplishments in university students.

Drawing on conservation of resources (COR) theory, this study examined the effect of developmental human resource (HR) practices on employee workplace procrastination and investigated the mediation effect of boredom at work and the moderation effects of exploitative leadership and self-leadership.

Data were collected from 443 employees across companies in China. Hypotheses were tested using hierarchical regression analysis and indirect effect testing via bootstrapping in SPSS and Mplus.

This study found that developmental HR practices were negatively related to employee workplace procrastination and that boredom at work mediated the relationship between developmental HR practices and employee workplace procrastination. Moreover, exploitative leadership strengthened the negative relationship between developmental HR practices and boredom at work, whereas self-leadership weakened the positive relationship between boredom at work and employee workplace procrastination. The indirect relationship between developmental HR practices and employee workplace procrastination through boredom at work was moderated by exploitative leadership and self-leadership.

This study extended the literature on the antecedents of employee workplace procrastination. Moreover, by investigating the mediation effect of boredom at work, this study extended the underlying mechanism by which developmental HR practices affect subsequent employee outcomes. Finally, by testing the moderation effect of exploitative leadership and self-leadership, respectively, this study offered insights into the boundary conditions resultant from developmental HR practices.

This study aimed at identifying the prevalence of statistic anxiety among students in social sciences programs and analyzing the relationship between statistics anxiety and four key variables: attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination.

Method a total of 440 students from all statistics sections offered in the social sciences programs in a four-year public medium-sized university in UAE participated in this study. Students participated by responding to a package that has four instruments: Statistics Anxiety Scale, Attitudes Toward Statistics, Current Statistics Self-Efficacy and Procrastination Assessment Scale.

More than 27% of students have above average statistics anxiety. Significant correlations were observed between statistics anxiety and each of attitude toward statistics course (−0.34), academic procrastination (0.33) and achievement (−0.35). On the other hand, Attitudes Toward Statistics and statistics self-efficacy have non-significant correlations. The four variables together predict more than 32% of the total variance of statistics anxiety, and the best predictor was procrastination followed by course attitude.

Students from only one university participated in this study. Adding more universities and countries could increase the generalizability of the study.

Statistics anxiety is prevalent among students in social sciences programs. Statistics instructors must be ready to deal with reducing it. Several procedures have been suggested to reduce statistics anxiety but improving attitudes towards statistics courses is the key factor in this regard.

Many students from social sciences and humanities programs and colleges experience anxiety or tension related to statistics courses which are required in most higher education institution. This paper tried to understand which variables affecting this phenomenon and in which directions. At the end, statistics is an important subject for all students during their academic life as well as practical life after graduation.

Statistic anxiety is the feeling of worrying and tension that students experience when taking statistics courses, especially in social sciences programs. Studying statistic anxiety and the related variables is crucial because this anxiety negatively and significantly affects students’ achievement and learning.

A limited number of empirical studies have indicated that individuals who experience workplace ostracism tend to engage in subtle and retaliatory behaviors as a means of seeking inner peace. However, research on organizational behavior and employee psychology in relation to ostracism is still in its nascent stages. Specifically, further investigation is warranted to explore how supervisor ostracism influences task procrastination (TP) through psychological processes such as self-efficacy, self-esteem and motivation. Notably, a significant gap exists in the ostracism literature, as it has yet to thoroughly examine employee behaviors related to knowledge hiding (KH) and TP in the context of individual or team-based work (Zhao et al., 2016; Brouwer and Jansen, 2019). Therefore, the present study aims to address this gap and expand the research stream within the education sector by introducing “threat to self-esteem” (TSE) as a mediating factor in the outcomes of ostracism.

The study employed a quantitative approach, using questionnaires to collect data and mainly focused on statistics and standards. The authors used SPSS and Smart-PLS to employ numerical values developed from questionnaire surveys. Likewise, we employed primary data collection tools, including mixed survey analysis (self-reported and peer-reported). The data were collected from middle-level managers working in three public sector universities. By using a three-wave research design with a two-week interval in each phase, we were able to separate the measurement of the predictor and moderator factor [supervisor ostracism (SO) and individual resilience (IR)], mediator (TSE) and outcome variables (KH and TP).

The study has discovered a substantial relationship between variables, and all hypotheses are accepted according to the data results and findings. The study measures the effects of supervisor ostracism on knowledge hiding and task procrastination through mediating effect of threat to self-esteem, which individual resilience moderates. This study adds a few contributions to the current literature, following the goals stated above. First, this attempts to highlight employee KH behavior and TP behavior by identifying SO as the primary predictor.

The organization should closely monitor the level of workplace ostracism. One strategy to accomplish this goal is to routinely gauge the extent of ostracism at work using targeted techniques like surveys and observation. The organization can also create an employee assistance program for the workers to assist them in coping with the mistreatment and better adjusting to the workplace culture. Furthermore, employee empowerment and collaborative decision-making can boost workers' self-esteem, eventually leading to diminishing knowledge-hiding and procrastination habits inside the organization.

There is a research gap regarding the barriers to KH from the perspective of team dynamics and interpersonal mistreatment at work because prior research has focused on knowledge sharing, organizational culture and organizational obstruction. Research on organizational behavior and employee psychology in relation to ostracism is still in its nascent stages. Specifically, further investigation is warranted to explore how SO influences TP through psychological processes such as self-efficacy, self-esteem and motivation. Notably, a significant gap exists in the ostracism literature, as it has yet to thoroughly examine employee behaviors related to KH and TP in individual or team-based work.

The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management.

Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered.

The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination.

The implications of the results for promoting academic time management in university studies through specific actions are discussed.

When employees complete their work tasks, they often experience intrusions stemming from the work (professional intrusions) or the home domain (personal intrusions). Yet, little is known about the respective implications of these two types of intrusions for employees’ productivity. This paper aims to investigate how professional and personal intrusions at work relate to the bright (perceived performance) and dark (procrastination) sides of employees' productivity. Based on recent advances in Self-Determination Theory, the authors also examined the mediating role of psychological need unfulfillment in these relations.

The authors relied on a cross-sectional survey design. A total of 229 French employees took part in the study.

Results from structural equation modelling indicated that need unfulfillment mediated the negative association between personal intrusions and employees’ performance and the positive relation between personal intrusions and procrastination. Professional intrusions were positively related to the soldiering dimension of procrastination only.

This study sheds light on the differentiated effects of personal and professional intrusions, while uncovering the psychological mechanisms at play. Personal intrusions, by triggering employees’ need unfulfillment, were found to have more extended detrimental consequences than professional intrusions. To the best of the authors’ knowledge, this research is also the first to demonstrate the mediating role of need unfulfillment in the relations between socio-contextual characteristics and individual functioning, and thus contributes to Self-Determination Theory.

Personal data is today recognized as an asset in the digital economy, generating billion-dollar annual revenues for many companies. But how much value do users derive from their seemingly free apps (zero-price services), and what user costs are associated with this value exchange? By adopting a human-centric lens, this article scrutinizes the complex trade-offs users face trying to capture the benefits and unperceived costs that such usage entails.

Using a mixed-method research design, this study is anchored in empirical survey data from 196 participants in Linköping, Sweden. The authors investigate users’ willingness to pay for these services in relation to different types of costs.

The results indicate that users can derive significant value from the use of free services, which can be interpreted as a win-win situation between users and companies. Regarding costs, this research shows that the most significant costs for users are associated with procrastination, sleep deprivation and reduced focus, which can be challenging to identify and evaluate from the users’ perspective.

This study shows that zero-price services provide significant benefits like enhancing social connectivity and offering a wide variety of content. Significant drawbacks, such as increased procrastination and sleep disturbances, highlight the psychological effects of these platforms. These impacts include behavioral changes, emphasizing the influence of online platforms on user engagement. Furthermore, a trend toward single-purchase preferences over free services suggests changing consumer attitudes toward digital payment models. This underscores the need for further research on non-monetary aspects in zero-price markets for better understanding and regulation of the digital economy.

This study shows that users appreciate the accessibility and potential of zero-price services but are wary of privacy concerns. It underscores the need for companies to balance profit objectives with user experiences and privacy requirements. Offering a range of ad-free premium services to meet diverse customer needs can be effective. Users’ high valuation of privacy and transparency suggests businesses should focus on human-centric, privacy-respecting strategies. Increased transparency in data usage and giving users greater data control could enhance the user experience and foster sustainable customer relationships.

The study calls for policymakers to focus on non-monetary risks of zero-price services, such as behavioral changes and digital well-being impacts. They should consider implementing regulations to protect users, especially children, from manipulative designs such as “dark patterns”. Policymakers must balance user protection with innovation, leading to a sustainable zero-price economy. For zero-price service users, awareness of non-monetary costs, like procrastination and sleep deprivation, is vital. Understanding that “free” services have hidden costs is important, especially for younger generations. Managing privacy settings and selective service choices can protect privacy and well-being.

This research shifts the focus from simply valuing personal data based on market prices to assessing the worth of free services themselves. By listing various hidden costs, it underscores the need for increased user awareness and greater corporate transparency. Uniquely, it finds that users prefer making one-time purchases over using zero-price services, extending prior assumptions in the field. Additionally, it also characterizes the zero-price economy ecosystem, highlighting differences between market types and provides a deeper understanding of the zero-price market and its related concepts.

The use of mobile digital devices requires secure behaviour while using these devices. To influence this behaviour, one should be able to adequately measure the behaviour. The purpose of this study is to establish a model for measuring secure behaviour, and to use this model to measure the secure behaviour of individuals while using mobile digital devices such as smartphones and laptops.

Based on a wide-ranging questionnaire (N = 1000), this study investigates the degree of influence that a relatively large number of factors have on secure behaviour while using mobile digital devices. These factors include knowledge and cognitive attitude, but also affective attitude, as well as several types of bias.

This study has provided a model for measuring secure behaviour. The results of the measurements show that knowledge, bias, cognitive attitude and affective attitude all have impact on secure behaviour while using mobile digital devices. Moreover, none of these factors is of minor importance.

This study shows that it is important to also consider previously undervalued factors, such as affective attitude and various types of bias, when designing interventions to improve secure behaviour while using mobile digital devices.

Most research on secure behaviour has only looked at a small number of influencing factors, usually limited to knowledge and cognitive attitude. This study shows that one needs a more elaborate model for measuring secure behaviour, and that previously undervalued factors have a clear influence on secure behaviour.

Gamification has emerged as a dynamic force in education, with increasing interest in its impact on college students' learning. Most previous research regards gamification as a single element and only focuses on the cognitive level of gamification elements, lacking an overall exploration of the impact mechanism of gamification elements. Against the backdrop of virtual learning communities, we apply the cognition-affection-conation theory to examine the influence of various gamification elements on college students' online learning behaviors, examining both cognitive and affective pathways.

Data were collected through a predefined questionnaire from 11 Chinese virtual learning communities, with 587 respondents participating in the study. SmartPLS was employed to conduct a Partial Least Squares (PLS) analysis of the research model and test the hypotheses.

Our findings reveal that immersion and achievement-oriented gamification elements positively impact learning behavior. Conversely, the social gamification element exhibits a negative influence due to social burnout within virtual learning communities. This study pioneers a model to understand the intricate influence mechanisms of gamification elements on college students' online learning behaviors. The model contributes to the enriched exploration and practical application of college students' learning behaviors in virtual learning communities.

Unlike previous studies that often treat gamification as a single element and focus solely on cognitive aspects, this research explores both cognitive and affective pathways using cognition-affection-conation theory. By examining the influence of various gamification elements on college students' online learning behaviors in virtual learning communities, this study provides nuanced insights. In particular, immersion and achievement-oriented gamification elements positively impact learning behavior, while social gamification elements have a negative influence due to social burnout. This comprehensive approach deepens our understanding of how gamification affects students' learning experiences, enriches knowledge, and provides practical insights for educators and instructional designers.

Employees' personal Internet usage (PIU) has become increasingly common at work. It is important for both researchers and managers to understand how PIU affects employee creative performance. This study aims to examine what kind of PIU is likely to increase or decrease employee creative performance and why. The authors also examine a potential boundary condition for the effect of PIU on employee creative performance.

Based on conservation of resource (COR) theory and broaden and build theory, the authors investigated the impact of two types of PIU, namely within-task PIU and between-task PIU, on the creative performance of knowledge workers. The authors conducted a daily diary study and surveyed 107 knowledge workers in China over 10 consecutive working days (n = 1,070) to test the model.

The authors find that within-task PIU reduces knowledge workers' creative performance by decreasing the workers' positive emotion, whereas between-task PIU promotes the performance by increasing positive emotion. The above relationships become stronger when knowledge workers perceive a higher level of organisational support.

The authors' study makes theoretical contributions by advancing researchers' understanding of the situations in which PIU may decrease or increase employee creative performance. The findings are also useful for developing organisational policies to take advantage of the positive side of PIU whilst avoiding PIU's negative side.