This study assesses the influence of student values on long-term self-regulatory decisions defined in terms of a tendency to procrastinate and how these values, indirectly through procrastination, but also directly, affect important motivational, affective, social and behavioral academic outcomes of first quarter freshmen. Results of a structural equation model showed that a concern over potential social exclusion may significantly increase the likelihood of procrastination, but that academic task and grade values may attenuate this influence. In addition, procrastination tendency assessed early in the first term had a significant direct negative influence on self-efficacy, and school belongingness, and was significantly positively related to perceived stress near the end of the term. There was also a significant negative total effect of procrastination on end of term grade point average. No significant relationship was found between procrastination and the achievement goal orientations (i.e., mastery-approach and performance-approach). Academic and social values had the predicted differential relationships with achievement goal. Specifically, academic task values were positively related to a mastery-approach, but not a performance-approach goal orientation and a concern over social exclusion had a positive relationship with a performance-approach, but not a mastery-approach goal orientation. Finally, as expected, self-efficacy had a significant positive relationship and perceived stress a significant negative relationship with end of term grade point average. An unexpected direct negative relationship and a non-significant total effect were found between perceived school belongingness and grade point average. However, this may have been due to a suppressor effect implying that school belongingness may actually have an indirect beneficial influence on academic performance through its positive relationship with self-efficacy and negative relationship with perceived stress. Total indirect effects substantiate this claim. Results are discussed in terms of student social identity formation in the context of a goal hierarchy conceptualization of self-regulation and its influence on students' motivational resources and will. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]