Academic Procrastinators and Their Self-Regulation
By Seung Woon Park, R. Sperling. 2012
116 citations recorded by the source corpus.
Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handica- pping strategies. Only limited support for students’ demonstration of procrastination as an adaptive beha- vior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.
Subfields: Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/a76c23f38c5a71ca422a1ab6f82cda55da1efb90
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Citations in the corpus
- Reasons of Academic Procrastination: Self-regulation, Academic Self-efficacy, Life Satisfaction and Demographics Variables (2014, background): “In the research by Park and Sperling (2012) it is seen that self-regulation is a strong predictor of university students’ academic procrastination behaviors.”
- Prediction of Academic Procrastination by Fear of Failure and Self-Regulation. (2020, background): “Procrastination usually appears when learners are low in their self-regulation (Park & Sperling, 2012) and one of the issues that reflects educational self-regulatory processes is the use of various resources, and the results of this study are in line with the results of previous research studies.”
- Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination (2018, background): “…their self-handicapping behaviors, disorganization, test anxiety, and negatively with their participation in learning, effort, and use of cognitive and metacognitive strategies (Corkin, Yu, & Lindt, 2011; Howell & Watson, 2007; Michinov et al., 2011; Park & Sperling, 2012; Strunk & Steele, 2011).”