Procrastination: Associations with achievement goal orientation and learning strategies

By Andrew J. Howell, D. Watson. 2007

480 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bcbd684baff3c4a0d49826bdb5b4af505366644e

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “Most previous studies examining the relations between achievement goals and learning strategies focused on adolescent and college students (e.g. Howell & Watson, 2007; Sungur, 2007; Weinstein et al., 2011; Wolters, 2004).”
Delay or procrastination – A comparison of self-report and behavioral measures of procrastination and their impact on affective well-being (2014, background): “Defining procrastination as tendency to delay initiation or completion of important tasks to the point of discomfort (Howell & Watson, 2007; Solomon & Rothblum, 1984) ties the phenomenon to the feeling of guilt, or generally lower levels of wellbeing (i.e., Pychyl, Lee, Thibodeau, & Blunt, 2000).”
Avoiding procrastination through time management: an experimental intervention study (2014, background): “When positive outcomes of academic preparation are far away in the future, it seems to be difficult for students to transfer their good intentions into actions, to resist temptations and persist (e.g. Howell and Watson 2006; Howell et al. 2006; König and Kleinmann 2005).”
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning (2014, background): “Previous studies on procrastination identified numerous correlates of procrastination that are important components of selfregulated learning and strongly related to learning success, for example goal setting (e.g., Steel, 2007) and cognitive strategy use (e.g., Howell & Watson, 2007).”
“I’ll do it later”: Type of motivation, self-efficacy and homework procrastination (2013, background): “Accordingly, while mastery-avoidance goals positively predict procrastination, mastery-approach and performance-approach goals negatively predict procrastination (Howell and Buro 2009; Howell and Watson 2007; Scher and Osterman 2002).”
Academic Procrastinators and Their Self-Regulation (2012, background): “Additionally, several studies found a significant positive relationship between avoidance goal orienttation and procrastination (Howell & Watson, 2007; Seo, 2009; Wolters, 2004).”
Academic procrastination and motivation of adolescents in Turkey (2009, result): “In Steel’s recent meta‐analysis of procrastination research, males were found to be more likely to procrastinate than females (Steel, 2007 ), although other studies have found conflicting support for sex‐related procrastination differences (eg, Flett, Blankstein, & Martin, 1995 ; Howell & Watson, ”
Procrastination, participation, and performance in online learning environments (2011, background): “…self-regulation (e.g., van Eerde, 2000; Senécal, Koestner, & Vallerand,1995; Steel, 2007), metacognitive self-regulation through achievement goal orientations (e.g., Howell & Watson, 2007; Pintrich, 2000), and self-efficacy for self-regulation (e.g., Klassen, Krawchuk, & Rajani, 2008).”
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).”
Self‐construal and students’ math self‐concept, anxiety and achievement: An examination of achievement goals as mediators (2014, background): “…were negatively related or unrelated to test anxiety, negative affect and avoidance behaviors (e.g., Elliot & McGregor, 2001; Howell & Buro, 2009; Howell & Watson, 2007; Shih, 2005), while performance approach goals measured as competence demonstration were positively related or unrelated to…”