The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

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The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “In fact, various authors have acknowledged its complex entanglement with affective, behavioural, cognitive, and environmental constructs (e.g., Chow, 2011; Janssen, 2015; Rakes & Dunn, 2010; Solomon & Rothblum, 1984; Steel, 2007).”
Prediction of Academic Procrastination by Fear of Failure and Self-Regulation. (2020, result): “However, they are consistent with many studies (e.g., Dietz et al., 2007; Gazidari et al., 2016; Rakes & Dunn, 2010; Steel, 2007).”
The Influence of Motivational Regulation Strategies on Online Students’ Behavioral, Emotional, and Cognitive Engagement (2018, background): “Rakes and Dunn (2010) investigated the effects of a self-regulatory skill and intrinsic motivation on graduate students’ academic procrastination.”
Self-regulation in online learning (2013, background): “Rakes and Dunn (2010) found that online students’ intrinsic goal orientation is negatively related with procrastination.”