Connell and Wellborn proposed a model which posits that the social context influences the development of self system processes which in turn have an impact on school engagement. The purpose of the present study was to test the validity of the Connell and Wellborn's model in line with academic procrastination. The model suggests that self-determination in family activities (implication) and the quality of the relation between parents and their children (structure) are positively associated to children's self-system processes (competence, autonomy, and relatedness). Moreover, the model proposes that children's self-system processes are negatively related to academic procrastination. Participants were 100 families (father, other, and children) from the Quebec city area. Results from path analysis supported the model. Theoretical implications of the findings are discussed in line with Connell and Wellborn's model. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
