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

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 multivar...

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Bibliographic Details
Published in:Reading psychology 2008-11, Vol.29 (6), p.493-507
Main Authors: Collins, Kathleen M. T., Onwuegbuzie, Anthony J., Jiao, Qun G.
Format: Article
Language:English
Subjects:
Academic Achievement
African Americans
Correlation
Failure
Fear
Graduate Students
Multivariate Analysis
Predictor Variables
Reading Ability
Reading Assignments
Reading Comprehension
Research Papers (Students)
Statistical Significance
Study Habits
Time Management
Vocabulary
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Summary: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.
ISSN:0270-2711
1521-0685
DOI:10.1080/02702710802168568