Do students procrastinate less when their parents psychologically press them to study? Or do they show procrastination when classroom environment lacks structure? In this study, we aimed to investigate to what extent perceived maternal psychological control and perceived classroom structure in math class relate to adolescents' academic procrastination in math via adolescents’ academic self-concept in math. Three hundred fifty-three adolescents (M _age = 16.86 years, SD = 1.35) rated maternal psychological control, structure provided by their math teachers, their own academic self-concept in math, and academic procrastination in math. Results from structural equation model indicated that procrastination in math was positively predicted by achievement-oriented psychological control and negatively by perceived provision of structure by means of academic self-concept in math. Based on the current findings, we provided some suggestions for school counselors and other specialists.

中文翻译：

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数学课中的拖延、感知到的母亲心理控制和结构：学业自我概念的干预作用

学生在父母心理上催促他们学习时，他们的拖延症会减少吗？或者当课堂环境缺乏结构时，他们会表现出拖延吗？在本研究中，我们旨在通过青少年数学学业自我概念调查数学课中感知到的母亲心理控制和感知到的课堂结构在多大程度上与青少年在数学上的学业拖延有关。三百五十三名青少年（M _年龄 =16.86岁，SD = 1.35) 对母亲的心理控制、数学老师提供的结构、他们自己的数学学业自我概念以及数学学业拖延进行评分。结构方程模型结果表明，成绩导向的心理控制正向预测数学拖延，并通过数学学业自我概念感知结构提供负向预测。根据目前的调查结果，我们为学校辅导员和其他专家提供了一些建议。