Understanding Procrastination from a Self-Regulated Learning Perspective.

By C. Wolters. 2003

687 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c1fb5bcde878c6592d00ea9aaeb10671b3cb1c28

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In Clinical Psychology

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students (2010, background): “It is said that self-regulated learners with high levels of autonomy procrastinate less, and this relates to students’ beliefs concerning self-efficacy in relation to academic tasks (Bandura 1997; Wolters 2003).”
Comprehensive School Reform and Achievement: A Meta-Analysis (2003, methodology): “M., & Skaalvik, S. (2002). Internal and external frames of reference for academic self-concept.”
Academic procrastination and motivation of adolescents in Turkey (2009, background): “The motivational correlates of academic procrastination found in this study – academic self-efficacy, self-efficacy for self-regulation, and self-esteem –are similar to findings from procrastination studies conducted in other settings (e.g., DeRoma et al., 2003; Ferrari, 2001; Haycock, McCarthy, & S”
Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (2008, methodology): “Self-efficacy has been studied in several previous procrastination studies, with results showing an inverse relationship with procrastination (Ferrari, Parker, & Ware, 1992; Haycock et al., 1998; Steel, 2007; Tuckman, 1991; Wolters, 2003).”
Procrastination in a distance university setting (2012, methodology): “Academic procrastination is increasingly recognized as involving a failure in self-regulation (e.g., Dewitte & Lens, 2000; Dietz, Hofer, & Fries, 2007; Wolters, 2003).”
Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, methodology): “Our findings are also the first to show that grittier students may be less likely to procrastinate, one principal form of academic self-handicapping that is often portrayed as a failure of SRL (Steel 2007; Wolters 2003b).”