共查询到20条相似文献，搜索用时 15 毫秒
1.
Danya M. Corkin Shirley L. Yu Suzanne F. Lindt 《Learning and individual differences》2011,21(5):602-606
Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. 相似文献
2.
İzzet Parmaksız 《Psychology in the schools》2023,60(1):105-121
Our preoccupation with smartphones affects our attitudes. Our changing attitudes also create disruptions in our daily routines. Smartphones, the most common technological device we use, have exposed individuals to phubbing behavior. The behavioral problem we define as phubbing causes disruptions and procrastination in our academic responsibilities. In this study, the relationship between phubbing frequency and academic procrastination tendencies of students and the effect of academic self-efficacy on this relationship were performed. For this purpose, in this study, the mediator and moderator role of academic self-efficacy in the relationship between academic procrastination and phubbing was examined. The study group of the research consisted of 518 students in late adolescence from Turkey. 323 (62.4%) of the participants were females and 195 (37.6%) of them were males (Mage = 19.4 years). They completed questionnaires measuring phubbing tendency, academic procrastination, academic self-efficacy, and personal information form. It was found that academic self-efficacy was a partial mediator in the relationship between academic procrastination and phubbing. In addition, academic self-efficacy also had a moderator effect. According to these results, it can be said that the acquisition of academic self-efficacy can reduce the negative effects of phubbing, which is a behavioral problem, and the tendency to academic procrastination. 相似文献
3.
Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry
Robert M. Klassen Lindsey L. Krawchuk Shane L. Lynch Sukaina Rajani 《Learning disabilities research & practice》2008,23(3):137-147
The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD. 相似文献
4.
This study explores the role of the motivational self-regulation in academic procrastination under the personality framework. Therefore, the aims of the study were to investigate: (a) the role of personality dimensions in the self-regulation of motivation; (b) the role of self-regulation of motivation in procrastination; and (c) the mediating role of the self-regulation of motivation. The participants were 274 university students (M?=?21 years). The Big Five traits explained from 6% to 17% variance of the individual motivational regulation strategies (MRSs). Both personality (conscientiousness) and the MRS (environmental control) were significant predictors of academic procrastination. Conscientiousness, agreeableness, and intellect showed an indirect effect on reducing academic procrastination, mediated through the strategy of environmental control, thus additionally suggesting the important role of this motivational strategy. Since this strategy can be taught, these findings have a strong practical value. 相似文献
5.
Many college students consider statistical courses as frightening and demanding, yielding high anxiety and low competence, and correlating with maladaptive academic behaviors and low achievement. With undergraduate students, the present pre-post study compared a supportive online teaching program utilizing mandatory statistical exercises (n = 37) with a no intervention, optional exercise statistics class (n = 32). We evaluated whether our statistics teaching intervention decreased test anxiety and academic procrastination and increased academic self-efficacy and academic achievements. Results indicated a decrease in academic procrastination and test anxiety at course end for intervention group and an increase in test anxiety for control group. At the end of the course intervention group reported higher academic self-efficacy and achievements. Teaching statistics using mandatory supportive activities might contribute to more positive psychological outcomes (eg, higher academic self-efficacy and lower academic procrastination) and higher academic achievements. 相似文献
6.
Carola Grunschel Justine Patrzek Stefan Fries 《European Journal of Psychology of Education - EJPE》2013,28(3):841-861
In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs. 相似文献
7.
This article presents a study of academic procrastination and associated motivation variables in 508 adolescents from a general secondary school in central Turkey. Girls reported higher levels of self‐efficacy for self‐regulation and predicted higher Turkish grades than boys, but there was no difference in levels of procrastination. Academic self‐efficacy was a stronger predictor of procrastination for girls than for boys, but for both groups self‐efficacy for self‐regulation was the strongest predictor of procrastination. Most participants (83%) reported spending one hour or more procrastinating per day, with writing tasks the most prone to procrastination for boys and girls. When procrastinating, Turkish adolescent boys were more likely to spend time with electronic media (watching TV, emailing, going on‐line, and, in particular, playing computer games), whereas girls were most likely to read books, magazines, and newspapers. The article concludes with implications for researchers, and also for parents and educators of adolescents. 相似文献
8.
To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a comparative analysis of undergraduate and graduate students' motivational beliefs (task value and self-efficacy), use of deep processing strategies (elaboration and critical thinking), and motivational engagement (procrastination and choice behaviors). As hypothesized, graduate students learning online reported higher levels of critical thinking than undergraduates. Moreover, after controlling for experiential differences, a logistic regression analysis indicated that graduate student membership was predicted by higher levels of critical thinking and lower levels of procrastination. On the other hand, undergraduate membership was predicted, somewhat paradoxically, by greater task value beliefs and greater intentions to enroll in future online courses. Implications for online instructors and suggestions for future research are discussed. 相似文献
9.
Factors related to Taiwanese adolescents' academic procrastination,time management,and perfectionism
Shu-Shen Shih 《The Journal of educational research》2017,110(4):415-424
There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their perceptions of classroom structure, parental expectations and criticism, perfectionistic tendencies, time management, and academic procrastination. Findings of regression analyses indicated that parental expectations and criticism were the key predictors of students' adaptive and maladaptive perfectionism. Students' perceptions of classroom structure also positively predicted their adaptive perfectionism. Moreover, results of hierarchical regressions suggested that perceived classroom structure, parental expectations and criticism, as well as adaptive perfectionism all emerged as predictors of time management. With regard to procrastination on homework and examination preparation, parental expectations and adaptive perfectionism were negative predictors, whereas parental criticism and maladaptive perfectionism were positive predictors. Also, time management negatively predicted academic procrastination. 相似文献
10.
The objective of the present study was to investigate the relationships among college students’ achievement motivation (subjective task value and academic self-efficacy), academic procrastination (delay and missing deadlines) and achievement-related behaviours (effort and persistence). More specifically, the study investigated the mediating role of academic procrastination in linking college students’ achievement motivation to their effort and persistence from the perspective of the expectancy-value theory. A total of 584 college students enrolled in a large southern urban university completed a self-report survey for the study. The study suggested two possible pathways that motivate students to persist and put forth greater effort, rooting in students’ academic self-efficacy and subjective task value through their relationships with students’ academic procrastination. 相似文献
11.
As a maladaptive behavioural outcome, procrastination should correlate with beliefs about ability and achievement goals that are themselves relatively maladaptive. Accordingly, procrastination should be predicted by entity as opposed to incremental implicit theories (i.e., viewing attributes such as ability as relatively fixed vs. malleable, respectively) and by avoidance goal orientations as opposed to approach goal orientations. Among 397 undergraduates, entity beliefs and mastery-avoidance goals positively predicted procrastination whereas incremental beliefs and mastery-approach and performance-approach goals negatively predicted procrastination. The prediction of procrastination by entity beliefs was mediated by mastery-avoidance goals. Results are cast in terms of self-regulatory models of procrastination. 相似文献
12.
大学生学业拖延行为及其预测变量分析 总被引：1，自引：0，他引：1
以大一和大四学生为被试,考查了大学生学业拖延行为在年级和性别上的不同变化,以及年级、性别、自尊、自我效能感和完美主义等变量对学业拖延的预测力.结果发现:(1)与国内外相关研究结果一致,本研究样本中存在学业拖延现象的大学生占较大比率(48%);(2)大学生学业拖延行为存在年级与性别交互作用,大四男生的学业拖延程度显著高于大一男生,而女生在年级上无显著差异;(3)自尊、完美主义和性别变量对大学生学业拖延行为有较好的预测作用,其中自尊的预测力最大. 相似文献
13.
Research in the field of time-related academic behaviour (i.e. procrastination and timely engagement) has traditionally been focused on more stable factors, such as personality. Recent research suggests there may be a motivational component to these behaviours. The present study examines whether time-related academic behaviour is stable across time and context, and the degree to which change is predicted by contextual and motivational factors. The sample was comprised of 453 undergraduate college students at a large public university in the Midwestern US. We found that time-related academic behaviours were not stable, and changes in those behaviours were most closely linked to changes in self-efficacy, self-regulation and mastery-approach achievement goals. 相似文献
14.
Limited research has examined the mediational role of coping strategy in students’ motivation and procrastination. In this study, we examined the relationships among self-efficacy, achievement goals, boredom coping strategies and procrastination with 506 Chinese college students. Data were collected via questionnaires. Structural equation modelling results showed that both self-efficacy and approach goals significantly predicted approach-oriented coping strategies, and avoidance goals significantly predicted avoidance-oriented coping strategies. Among the different types of boredom coping strategies, only behavioural avoidance coping strategy significantly predicted procrastination. Hence, the mediating link was only found between avoidance goals, behavioural avoidance coping strategy and procrastination. Implications of the mediating role of behavioural avoidance coping strategy in the goal-procrastination relationship were further discussed. 相似文献
15.
The primary goal of this study was to investigate whether college students’ academic time management could be used to understand their engagement in traditional and active forms of procrastination within a model of self-regulated learning. College students (N = 446) completed a self-report survey that assessed motivational and strategic aspects of self-regulated learning, time management, and procrastination. Results of regression analyses indicated that self-efficacy and metacognitive strategies initially were significant predictors of traditional and active forms of procrastination. Incorporating time management in the analyses increased the amount of the variance explained and, even in the presence of the motivation and strategy variables, time management emerged as an important predictor of both traditional and active forms of procrastination. Findings support the conclusion that academic time management is a key aspect of self-regulated learning and, as such, it can be useful for understanding the extent to which college students procrastinate when doing their academic work. 相似文献
16.
We examined whether individual interest, as an affective motivational variable, could predict academic self-regulation and achievement, above and beyond what academic self-efficacy predicted. We tested the relationships between academic self-efficacy, individual interest, grade goals, self-regulation, and achievement of Korean middle school students (N = 500) in four different subject areas. Consistent with previous findings, self-efficacy predicted achievement both directly and indirectly via grade goals. Self-efficacy also predicted self-regulation, but only when grade goals mediated the relationship. Supporting our hypothesis, individual interest functioned as a correlated yet independent and direct predictor of self-regulation. It also predicted achievement, but only when self-regulation mediated the relationship. We thus suggest that academic self-regulation could be encouraged through the promotion of two distinct motivational sources, academic self-efficacy and individual interest. We further suggest that the pathways linking individual interest to academic self-regulation and achievement may differ from those linking academic self-efficacy to the same variables. 相似文献
17.
The aim of this study was to examine the role of self-regulation failure in procrastination. In addition, it also aimed to investigate the effects of procrastination on affective well-being and academic life satisfaction. Three hundred and twenty-eight undergraduate students participated in the study. The most obvious finding emerging from this study is that the absence or lack of self-regulation skills, as an indicator of underregulation, plays a significant role in procrastination among college students. Whether procrastination is an underregulation or misregulation form of self-regulation failure, it has a negative impact on students’ affective well-being. The contribution and implications of these findings were discussed in detail. 相似文献
18.
We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to perceived self-worth, leading students to resort to various maladaptive achievement strategies. Hierarchical multiple regression analyses demonstrated that, consistent with our hypothesis, the relationships of task value with academic cheating and procrastination depended on the level of self-efficacy. Perceiving high intrinsic value positively predicted academic cheating for students with low self-efficacy but not for students with high self-efficacy. Likewise, perceiving intrinsic or utility value positively predicted procrastination for students with low self-efficacy but not for students with high self-efficacy. Our findings support the major tenets of self-worth theory. 相似文献
19.
This study examined the notion that active procrastinators are a positive type of procrastinators who possess desirable characteristics similar to non-procrastinators, but different from the traditional passive procrastinators. A two-step procedure was followed to categorise university students (N?=?125) as active procrastinators, passive procrastinators and non-procrastinators. The results show that active procrastination was related mostly with the maladaptive motivational and behavioural characteristics described in the self-regulated learning literature. Active procrastinators reported low mastery-approach goal, high performance-avoidance and work-avoidance goal, and low intrinsic motivation and task value. They selected less effective strategies and performed the lowest on tests among the three groups. The results challenged the notion that active procrastination is conducive to learning. Future research directions and implications to teaching and learning are discussed. 相似文献
20.
Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches. 相似文献