Active procrastination, self-regulated learning and academic achievement in university undergraduates.
The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in a first-year elective course at a Canadian university. Students reported their level of active p...
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ndltd-uvic.ca-oai-dspace.library.uvic.ca-1828-35242015-01-29T16:51:43Z Active procrastination, self-regulated learning and academic achievement in university undergraduates. Gendron, Amy Lilas Hadwin, Allyson active procrastination adaptive procrastination self-regulated learning SRL academic achievement post-secondary achievement self-efficacy goals goal attainment negative influence of procrastination MSLQ Active Procrastination Scale Winne and Hadwin 1998 The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in a first-year elective course at a Canadian university. Students reported their level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for learning and performance, goal quality and self-reported goal attainment over the semester. Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie, 1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly positively related to academic achievement, (b) the ability to meet deadlines was the component of active procrastination most related to SRL variables, and (c) self-reported goal attainment accounted for the most variance in ability to meet deadlines score. Further research is needed to explore the central role of ability to meet deadlines in active procrastination and the order in which SRL variables, active procrastination and negative influence of procrastination predict academic achievement. Graduate 2011-08-30T18:52:39Z 2011-08-30T18:52:39Z 2011 2011-08-30 Thesis http://hdl.handle.net/1828/3524 English en Available to the World Wide Web |
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English en |
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topic |
active procrastination adaptive procrastination self-regulated learning SRL academic achievement post-secondary achievement self-efficacy goals goal attainment negative influence of procrastination MSLQ Active Procrastination Scale Winne and Hadwin 1998 |
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active procrastination adaptive procrastination self-regulated learning SRL academic achievement post-secondary achievement self-efficacy goals goal attainment negative influence of procrastination MSLQ Active Procrastination Scale Winne and Hadwin 1998 Gendron, Amy Lilas Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
description |
The purpose of this study was to explore the relationship between active procrastination,
self-regulated learning and academic achievement. Participants included 108 undergraduate
students enrolled in a first-year elective course at a Canadian university. Students reported their
level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for
learning and performance, goal quality and self-reported goal attainment over the semester.
Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the
Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie,
1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly
positively related to academic achievement, (b) the ability to meet deadlines was the component
of active procrastination most related to SRL variables, and (c) self-reported goal attainment
accounted for the most variance in ability to meet deadlines score. Further research is needed to
explore the central role of ability to meet deadlines in active procrastination and the order in
which SRL variables, active procrastination and negative influence of procrastination predict
academic achievement. === Graduate |
author2 |
Hadwin, Allyson |
author_facet |
Hadwin, Allyson Gendron, Amy Lilas |
author |
Gendron, Amy Lilas |
author_sort |
Gendron, Amy Lilas |
title |
Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
title_short |
Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
title_full |
Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
title_fullStr |
Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
title_full_unstemmed |
Active procrastination, self-regulated learning and academic achievement in university undergraduates. |
title_sort |
active procrastination, self-regulated learning and academic achievement in university undergraduates. |
publishDate |
2011 |
url |
http://hdl.handle.net/1828/3524 |
work_keys_str_mv |
AT gendronamylilas activeprocrastinationselfregulatedlearningandacademicachievementinuniversityundergraduates |
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