Results

Descriptive statistics and correlations can be found in Table 1. Correlations were in the expected direction, perseverance and strategic learning had a negative relationship to procrastination while perseverance had a positive relationship to strategic learning. T-tests indicated that women (M = 58.33, SD = 10.74) scored significantly higher than men (M = 53.42, SD = 10.48) on strategic learning, t(141) = 2.39, p < .05. Therefore, gender was included as a covariate in the model. The results of the mediation analysis supported the hypothesis as procrastination partially mediated the relationship between perseverance and strategic approaches to learning based on significant indirect effects (ab = 1.14, BC CI [.38, 2.11](Fig. 1).