“I’ll do it later”: Type of motivation, self-efficacy and homework procrastination

By I. Katz, Keren Eilot, Noa Nevo. Motivation and Emotion, 2013

192 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/3908774c579d95c2fadfe1fa1e37a87b9f05be8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Niklas Ziegler
2. Marie-Christine J. L. Opdenakker

In Education

1. Niklas Ziegler
2. Marie-Christine J. L. Opdenakker

In Experimental and Cognitive Psychology

1. Niklas Ziegler
2. Marie-Christine J. L. Opdenakker

Citations in the corpus

• The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “self-regulatory failure, the changes in the strength of association can be construed as an indication that the use of maladaptive strategies is consolidated over time and, as a consequence, becomes less susceptible to change (Katz et al., 2014).”
• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “…large empirically-based literature has demonstrated the positive relations of more autonomous forms of classroom motivation with academic outcomes (Howard et al., 2017; Grolnick, Ryan, & Deci, 1991; Guay, Ratelle, Roy, & Litalien, 2010; Katz, Eilot, & Nevo, 2014; Grolnick & Ryan, 1989; and others).”