Associations between academic competence and obsessive-compulsive symptoms among adolescents

The aim of the study was to explore possible relations between academic procrastination, academic efficacy, self-efficacy, and severity of obsessive symptoms. Three cluster analyses were performed separately to classify the sample into heterogeneous subgroups due to academic self-efficacy, general self-efficacy, and academic procrastination. Regression analyses were performed in order to assess the relations of these variables with obsessive compulsive symptoms. Results have shown that obsessive-compulsive symptoms were linked to significant increase in academic procrastination, and decline in academic and general self-efficacy, but only in academically less competent subgroups. On the other hand, variations for the indicators of academic competence were regardless of severity of obsessive compulsive symptoms in participants reported high competence. Findings were discussed under empirical and theoretical considerations.