School Climate, Learning Behavior Patterns, and Procrastination: Emotional and Motivational Pathways to School Success.

The literature has shown that contextual and individual factors of an emotional and motivational nature are often associated with good academic performance and regular school attendance. The present study aimed to examine indirect associations involving Academic Procrastination and School Climate in the relationship between learning behavior patterns (MO-LH) and school success in a sample of 539 Italian secondary school students (Mage = 16.5). Structural equation modeling was used to test the hypothesized relationships. The results showed that LH was positively associated with Academic Procrastination, whereas MO was negatively associated with it. Academic Procrastination was negatively associated with all dimensions of perceived School Climate (Teacher Support, Peer Connectedness, School Connectedness, Affirming Diversity, Rule Clarity, and Reporting and Seeking Help). School Achievement was positively associated with MO, School Connectedness, and Affirming Diversity, and negatively associated with Peer Connectedness. School Absence was negatively associated with MO. Mediation analyses suggested significant indirect associations between learning behavior patterns and school achievement, with Academic Procrastination and Affirming Diversity emerging as potential mediating variables. Findings highlight the importance of addressing emotional and motivational vulnerabilities and fostering a supportive school climate as potential factors associated with adaptive academic functioning and reduced maladaptive outcomes.