“I’ll stop procrastinating now!” Fostering specific processes of self-regulated learning to reduce academic procrastination

2018 ◽  
Vol 46 (2) ◽  
pp. 143-157 ◽  
Author(s):  
Carola Grunschel ◽  
Justine Patrzek ◽  
Katrin B. Klingsieck ◽  
Stefan Fries
Keyword(s):  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

scholarly journals HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENDIDIKAN KIMIA DI MASA PANDEMI COVID-19

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 252-258
Author(s):  
Arivia Monique Rizkyani ◽  
Tonih Feronika ◽  
Nanda Saridewi
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Chemistry Education ◽  
Correlation Technique ◽  
Research Approach ◽  
Stratified Random Sampling ◽  
Academic Procrastination ◽  
Education Students ◽  
Self Regulated Learning ◽  
Regulated Learning

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC PROCRASTINATION IN CHEMISTRY EDUCATION STUDENTS IN THE COVID-19 PANDEMIC  AbstractThe world, including Indonesia, is being hit by the covid-19 outbreak, making students adapt to a new learning process, namely online. Students need self-regulated learning to direct the learning process to achieve optimal learning goals and suppress the level of academic procrastination experienced by students during the covid-19 pandemic. This study aims to determine the relationship between self-regulated learning and academic procrastination in Chemistry Education students during the covid-19 pandemic. This study uses a correlational method with a quantitative research approach. This study's population was 210 students of Chemistry Education class 2017, 2018, and 2019 with a sample size of 68 students who were determined using the proportional stratified random sampling technique. The instruments used were self-regulated learning questionnaires, academic procrastination questionnaires, and interviews. The product-moment correlation technique is used to test the hypothesis. The results obtained a correlation coefficient value of -0.409 with a significance of 0.001, so it can be said that there is a negative and significant relationship between self-regulated learning and academic procrastination in  Chemistry Education students during the covid-19 pandemic.  Abstrak Saat ini dunia termasuk Indonesia sedang dilanda wabah covid-19 yang membuat mahasiswa harus beradaptasi dengan proses pembelajaran baru yakni melalui daring. Mahasiswa membutuhkan kemampuan self regulated learning untuk mengarahkan proses belajar dalam mencapai tujuan pembelajaran yang optimal serta untuk menekan tingkat prokrastinasi akademik yang dialami mahasiswa pada masa pandemi covid-19. Penelitian ini. bertujuan untuk. mengetahui. hubungan antara. self regulated.learning dengan. Prokrastinasi. akademik pada mahasiswa. Pendidikan Kimia di.masa pandemi covid-19. Penelitian ini menggunakan metode korelasional dengan pendekatan penelitian kuantitatif. Populasi penelitian ini adalah mahasiswa Pendidikan Kimia angkatan 2017, 2018, dan 2019 berjumlah 210 mahasiswa dengan jumlah sampel sebanyak 68 mahasiswa yang ditentukan menggunakan teknik proportional stratified random sampling. Instrumen yang digunakan berupa angket self regulated learning, angket prokrastinasi akademik, dan wawancara. Teknik korelasi product moment digunakan untuk menguji hipotesis. Hasil penelitian diperoleh nilai .koefisien korelasi sebesar. – 0,409 dengan. signifikansi 0,001 sehingga.dapat dikatakan bahwa terdapat hubungan.negatif dan signifikan.antara self. regulated. learning dengan prokrastinasi akademik pada. mahasiswa Pendidikan Kimia di.masa pandemi covid-19. 

scholarly journals Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

2020 ◽  
Vol 9 (26) ◽  
pp. 236-243
Author(s):  
Mourad Ali Eissa Saad
Keyword(s):  
Middle School ◽  
Negative Impact ◽  
Learning Disabled ◽  
Smartphone Addiction ◽  
Academic Procrastination ◽  
Disabled Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
School Learning ◽  
Second Year

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.

scholarly journals The Effect of Self-Regulated Learning (SRL) On Academic Procrastination In Class XI Students of Senior High School 2 Purbalingga, Indonesia

2021 ◽  
Vol 3 (2) ◽  
pp. 156-164
Author(s):  
M. Salim Anwar ◽  
Retno Dwiyanti
Keyword(s):  
High School ◽  
Student Learning ◽  
Significant Influence ◽  
Self Regulation ◽  
The Other ◽  
Educational Institutions ◽  
Academic Procrastination ◽  
Learning Methods ◽  
Self Regulated Learning ◽  
Regulated Learning

Academic procrastination is one of the problems experienced by students, which is caused by feeling tired or bored. While on the other hand, students need the ability to organize themselves to achieve their goals. This study aims to determine the effect of self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The hypothesis proposed in this study is that self-regulated learning has a significant effect on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The sample of this research is the students of class XI SMA Negeri 2 Purbalingga with a total of 80 students. Data were collected by using several instruments in the form of academic procrastination scale and self-regulated learning scale. The academic procrastination scale has a reliability of 0.741 and a self-regulated learning scale of 0.744. The results of the analysis show that the calculated F is 146.734 with a coefficient of p = 0.000 (p<0.01), t = -12.113. It can be concluded that the hypothesis is accepted, namely that there is a significant influence between self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga and self-regulated learning. It has an effect of 65.3% on academic procrastination (R = square = 0.653). For educational institutions, the results of this study can be a contribution to the thought of psychology to design various learning methods that lead to the concept of self-regulation in student learning in order to reduce academic procrastination.

Sign in / Sign up

Export Citation Format

Share Document