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Studies researching the relationship between procrastination and self-efficacy produce ambiguous results. According to some researchers, the relationship is positive, according to others - negative, and still others claim that there is no relationship between the two. This suggests that the actual relationship between procrastination and self-efficacy might be moderated by a third variable. In this paper, time management was chosen as a potential candidate for such moderation. Thus the aim of this study is to asses the relationship between self-efficacy, procrastination and time management in an academic environment. The Procrastination Assessment Scale for Students (PASS) was used for measuring the academic procrastination, while the Motivated Strategies for Learning Questionnaire (MSLQ) was utilised to measure the academic self-efficacy and academic time management. Survey participants consisted of individuals studying at the following universities: Vilnius University, Vilniaus Gedimino Technikos University, Mykolas Romeris University and Lietuvos Edukologijos University. In total, 153 students (88 women, 63 men and 2 unspecified) were surveyed using the paper and pencil method. Participants were selected using the convenience sampling strategy. The average age of participants was 20.2 years (SD = 1.21). The methodology of this study consists of a correlation analysis and a moderation analysis. The results suggest that the relationship between academic procrastination and academic self-efficacy is moderated by the skills of academic time management. Among the students with high time management, the score of increasing self-efficacy corresponded with decreasing procrastination. On the opposite, students with low self-efficacy showed a different trend: with an increase in time management, procrastination was decreasing at first; yet later it began increasing. In general, the level of procrastination is lower when both self-efficacy and time management are high. The sample used in this study was quite homogeneous; therefore, the obtained results should be interpreted with some caution. Future work could be focused on repeating the same study using a more representative sample. [ABSTRACT FROM AUTHOR]

This paper examines empowerment of prospective educators participation in high school life problem looking at it through the prism of educators training. Students participation in the social situation of Lithuanian higher education discusses the assessment of students social participation during the study period as one of the prospective educators training profession. On the basis of qualitative study presents a hypothetical students promoting in social participation of higher education model and the evaluation of this model in practice opportunities and barriers that distinguishes the most important elements. [ABSTRACT FROM AUTHOR]

Scientific problem. Conflicts are inevitable part of romantic relationship. Relationship satisfaction depends on the way conflicts are being solved, thus it is important to identify factors related to selection of constructive conflict management styles. One of such factors is self-efficacy. The construct of relationship self-efficacy is not yet widely studied and there are no studies concerning possible link between relationship self-efficacy and conflict management styles. Purpose. To examine possible links between student's romantic relationship self-efficacy and conflict management styles. Method. Conflict management styles of subjects were measured using Rahim Organizational Conflict Inventory-II. Romantic relationship self-efficacy was measured using Relationship Self-Efficacy Scale developed by Lopez et al. (2007). Subjects were 194 university students (128 females and 66 males). Results. It was found that women scoring high on mutuality aspect of relationship self-efficacy were more likely to use compromising and integrating conflict management styles than those scoring low. Men scoring high on the same aspect of relationship self-efficacy were more likely to use integrating conflict management style than those scoring low. With the regard to the emotional control aspect of relationship self-efficacy, highscoring women were more likely to use integrating, avoiding, and obliging conflict management style and less likely to use dominating style than those scoring low on emotional control. Men scoring high on the same measure were more likely to use integrating or obliging conflict management style than those, who scored low. Women scoring high on the differentiation aspect of relationship self-efficacy were more likely to use integrating style and less likely to use avoiding style than those scoring low on this aspect. Men scoring high on differentiation were more likely to use integrating conflict management style than those scoring low. Conclusions. For both men and women mutuality and differentiation aspects of relationship self-efficacy are related to use of constructive conflict management styles. Emotional control aspect of relationship self-efficacy is related to use of both constructive and destructive conflict management styles. [ABSTRACT FROM AUTHOR]

Alcohol use is widespread among university students. While searching for the factors associated with drinking, scientists more often acknowledge the importance of various cognitive-motivational variables. It is recommended to consider these variables when developing effective prevention and intervention programs. The cognitive-motivational variables examined in this study were: alcohol outcome expectancies, drinking motives, motives for not drinking, and drinking refusal self-efficacy. The purpose of the study was to examine the relationship between alcohol outcome expectancies, motives, self-efficacy and alcohol consumption among Lithuanian university students. Another aim was to propose and test a meditational model in which alcohol consumption and alcohol-related problems are predicted by expectancies, motives and self-efficacy. 308 students from five Lithuanian universities participated in this study. All participants completed the Drinking Expectancy Questionnaire - revised (DEQ-r), Drinking Refusal Self-efficacy Questionnaire - revised (DRSEQ-r), Drinking Motives Questionnaire (DMQ), motives for not drinking questionnaire and one more questionnaire assessing drinking patterns and alcohol-related problems. The results have shown that the male gender, stronger motives to drink and a weaker drinking refusal self-efficacy predict a larger quantity of alcohol consumed per occasion. More frequent drinking was also predicted by an earlier age of drinking onset. A larger number of alcohol-related problems was predicted not only by the frequency and quantity of alcohol consumption, but also by stronger motives to drink and a weaker drinking refusal self-efficacy. The relationship between positive alcohol outcome expectancies and alcohol consumption was mediated by motives and drinking refusal self-efficacy. Motives to drink predict alcohol consumption and alcohol-related problems directly and indirectly -through self-efficacy. Drinking refusal self-efficacy predicted alcohol consumption directly, and the relationship between self-efficacy and alcohol-related problems was mediated by alcohol consumption. Strong positive alcohol outcome expectancies and drinking motives may be considered as potential risk factors for heavy drinking and alcohol-related problems. Strong drinking refusal self-efficacy and strong motives for not drinking because of indifference toward alcohol may be considered as protective factors against drinking and alcohol-related problems among university students. [ABSTRACT FROM AUTHOR]