scholarly journals Mediating effect of self-regulated learning strategy on the relationship between parenting attitude perceived by adolescents and their academic procrastination

2013 ◽  
Vol 14 (2) ◽  
pp. 29-50
Author(s):  
Kim Dong-il ◽  
Jiwon Oh ◽  
장정현 ◽  
강은비 ◽  
김명찬 ◽  
...  
Keyword(s):  
Learning Strategy ◽  
Mediating Effect ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship ◽  
Parenting Attitude

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 The relationship between self-regulated learning strategies and students' academic performance in English course

2021 ◽  
Vol 15 (7) ◽  
pp. 2261-2263
Author(s):  
Helia Nodeh
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Statistical Population ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Education Academic ◽  
Keywords Education ◽  
The Relationship

This study examines the relationship between self-regulated learning strategies and students' academic performance in English courses. The research method is descriptive-correlational. The statistical population includes all students of Azad University, Gorgan branch in the period 2020-2021. convenience sampling based on the Morgan table is used to select 384 people. The data collection tool is Zimmerman and Martinez-Pons Self-Regulated Learning Interview Schedule (1998), and for academic performance, the average grade in English course in two semesters was taken into account. Pearson correlation analyzes the data. The results show a significant relationship between self-regulated learning strategies and the academic performance of English course students. Keywords: education, academic performance, learning strategy

scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa

2018 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Indah Sari Liza Lubis
Keyword(s):  
Self Efficacy ◽  
Quantitative Methods ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Saturated Sample ◽  
Relationship Of ◽  
The Relationship

This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.

scholarly journals Hubungan Regulasi Diri dengan Prokrastinasi Akademik

2021 ◽  
Vol 1 (10) ◽  
pp. 861-866
Author(s):  
Sedyawati Sedyawati
Keyword(s):  
Data Analysis ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Bivariate Correlation ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Class Viii ◽  
The Relationship

Abstract: Academic procrastination is a behavioral tendency to procrastinate tasks that occur in students. Factors that influence it include the lack of strategies in self-regulation or self-regulation (self-regulated learning). As one of the countries affected by the COVID-19 pandemic, Indonesia is implementing learning from home. In this condition, students are expected to have skills in managing themselves in learning during the learning process from home. This quantitative study examines the relationship between self-regulated learning and students' academic procrastination during the pandemic. The population of this research is the students of SMP Negeri 6 Malang, and the research sample uses random cluster sampling so that the number of students obtained is 168 consisting of class VII, class VIII, and class IX. The data collection uses a self-regulated learning scale and an academic procrastination scale on google forms distributed through online class Whatsapp groups. The data analysis technique used is a bivariate correlation to determine the relationship between the two variables. The data analysis results showed no significant relationship between self-regulated learning and students' academic procrastination. Abstrak: Prokrastinasi akademik merupakan kecenderungan perilaku menunda-nunda tugas yang terjadi pada siswa. Faktor yang mempengaruhi prokrastinasi akademik, antara lain kurangnya strategi pengaturan diri atau regulasi diri. Regulasi diri dibutuhkan siswa, terutama dalam kondisi kurang menguntungkan pada saat ini yaitu pandemi covid-19. Situasi saat ini menuntut siswa memiliki keterampilan mengatur diri yang baik agar terhindar dari kebiasaan menunda-nunda tugas. Tujuan penelitian ini untuk mengetahui hubungan antara regulasi diri dan prokrastinasi akademik selama pandemi covid-19. Populasi penelitian adalah siswa SMP Negeri 6 Malang, teknik pengambilan sampel menggunakan cluster random sampling dan diperoleh 167 siswa kelas VII, kelas VIII dan kelas IX. Pengumpulan data menggunakan skala regulasi diri dan skala prokrastinasi akademik. Teknik analisis data penelitian yaitu korelasi bivariat. Hasil analisis data menunjukkan bahwa tidak ada hubungan yang signifikan antara regulasi diri dengan prokrastinasi akademik siswa selama pandemi covid-19.

scholarly journals The Relationship between Passive and Active Academic Procrastination and Self- Regulated Learning

2019 ◽  
Vol 13 (2) ◽  
pp. 235
Author(s):  
Ibrahim A. Alhusaynan
Keyword(s):  
Learning Strategies ◽  
Educational Psychology ◽  
Short Form ◽  
College Of Education ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Psychology Class ◽  
Regulated Learning ◽  
The Relationship ◽  
Learning Data

The purpose of this study is to investigate the relationship between the two types of academic procrastination (passive and active) and self- regulated learning. Data was collected from 135 students of Educational Psychology class at the College of Education in Majmaah University. For the purpose of data collection, the researcher used the Short Form of the Academic Procrastination Scale, the Active Procrastination Scale, and The Self- Regulated Learning Strategies Scale. The findings indicated that most self-regulated learning strategies were negatively related to passive procrastination, and that most self-regulated learning strategies were not related to active  procrastination. Moreover, some self-regulated learning strategies can predict  passive procrastination, but not the active one.

scholarly journals Self-efficacy for Self-regulated Learning and Chinese Students’ Intention to Use Online Learning in COVID-19: A Moderated Mediation Model

2021 ◽  
Vol 11 (11) ◽  
pp. 532-537
Author(s):  
Yajuan Cui ◽  
Keyword(s):  
Online Learning ◽  
Self Efficacy ◽  
Protective Factor ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Mediating Effect ◽  
Intention To Use ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

Self-efficacy for self-regulated learning (SESRL) is a protective factor for academic performance. However, there are few studies have explored its impact on online learning during the Covid-19. This study investigated (a) the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU) in the relationship between SESRL and use intention (UI) and (b) the moderating role of gender in the indirect relationship between SESRL and UI. Four hundred Chinese college students entered this study and completed the measurements of SESRL, PEOU, PU and UI. The results showed that SESRL, PEOU, PU and UI were positively correlated with each other. Mediating analysis showed that PEOU and PU mediated the relationship between SESRL and UI. By comparison, the single mediating effect of PEOU was stronger than the single mediating effect of PU and the multiple mediation of them together, which showed the robust effect of PEOU. Moderation analysis showed that the effects of SESRL on PU and PEOU in females were stronger than in males. A high level of SESRL is more conducive to improving the PU and PEOU of female students, which further influenced their intention to use online learning.

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