Destination Irrational Procrastination: An Exploration of the Role of Attributional Thinking and Self-Regulation on Procrastination in Synchronous Online Graduate Students
DOI:
https://doi.org/10.24059/olj.v24i4.2205Keywords:
Synchronous online learning, higher education, self-regulation, procrastinationAbstract
The purpose of this study was to determine if internally directed attributions and perceived degree of engagement in self-regulation predicted the degree to which synchronous online graduate students procrastinate. Internally directed attributions to ability and effort and adaptive self-regulation of learning were selected as research suggests these variables are responsive to training (Greene & Azevedo, 2007; Hood, 2013). As a relationship among these variables had not yet been established in this population, the current results add to our burgeoning understanding of how to best support the success of our synchronous online graduate students.References
Aiken, L. S., West, S. G., Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
Albert, M. A., & Dahling, J. J. (2016). Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students. Personality and Individual Differences, 97, 245-248.
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from
http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363-370.
Ambrose, S. A., Bridges, M. W., Di Pietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Williams.
Baker, C. K., & Hjalmarson, M. (2019). Designing purposeful student interactions to advance synchronous learning experiences. The International Journal of Web-Based Learning and Teaching Technologies, 14(1), 1-16.
Blind & Blind 2010
Blind & Blind 2015
Blind et al. 2012a
Blind et al. 2012b
Blind et al. 2013
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
Cao, L. (2012). Differences in procrastination and motivation between undergraduate and graduate students. Journal of the Scholarship of Teaching and Learning, 12(2), 39-64.
Cerezo, R., Esteban, M., Sánchez-Santillán, M., & Núñez, J. C. (2017). Procrastinating behavior in computer-based learning environments to predict performance: A case study in Moodle. Frontiers in Psychology, 9. Retrieved from http://digibuo.uniovi.es/dspace/bitstream/10651/45204/1/procrastinating.pdf
Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Journal of Psychological Research, 19, 155-163.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
de Barba, P. D., Kennedy, G. E., & Ainley, M. D. (2016). The role of students’ motivation and participation in predicting performance in a MOOC. Journal of Computer Assisted Learning, 32, 218-231.
Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
Duru, E., & Balkis, M. (2017). Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model. International Journal of Educational Psychology, 6, 97-119.
Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7, 286-299.
Garzón-Umerenkova, A., de la Fuente, J., Amate, J., Paoloni, P. V., Fadda, S., Pérez, J. F. (2018). A linear empirical model of self-regulation on flourishing, health procrastination, and achievement among university students. Frontiers in Psychology, 9.
Greene, J. A., & Azevedo, R. (2007). Adolescents’ use of self-regulatory processes and their relation to qualitative mental model shifts while using hypermedia. Journal of Educational Computing Research, 36(2), 125-148.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Dicke, T. (2017). Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions. Learning and Instruction, 49, 81-91.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
Hood, M. (2013). Evaluation of a workshop to reduce negative perceptions of statistics in undergraduate psychology students. Psychology Learning and Teaching, 12(2), 115-125.
Jarvela, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J.,…Jarvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125-142.
Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. The Internet and Higher Education, 9, 91–105.
Kitsantas, A., Steen, S., & Huie, F. (2009). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2, 65-81.
Klingsieck, K. B., Fries, S., Horz, C. & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33, 295-310.
Labuhn, A. S., Bogeholz, S., & Hasselhorn, M. (2008). Fostering learning through stimulation of self-regulation in science lessons.
Zeitschrift Fur Padagogische Psychologie, 22(1), 13-24.
Lai, C. L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126-140.
Lefcourt, H. M. (1981). The construction and development of the Multidimensional-Multiattributional Causality Scales. In H. M. Lefcourt (Ed.), Research with the Locus of Control Construct (Vol. 1, pp. 245-277). New York, NY: Academic Press.
Lewis-Beck, C., & Lewis-Beck, M. (2015). Applied regression: An introduction (2nd ed.). Thousand Oaks, CA: Sage.
Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who, and how. Journal of Online Learning and Teaching, 10, 192-210.
Morford, Z. H. (2008). Procrastination and goal-setting behaviors in the college population: An exploratory study. Unpublished master’s thesis, Georgia Institute of Technology. Retrieved April 16, 2019, from http://smartech.gatech.edu/dspace/bitstream/1853/21829/1/FinalThesis.pdf
Rebetez, M. M. L., Rochat, L., Gay, P., & Van der Linden, M. (2014). Validation of a French version of the Pure Procrastination Scale (PPS). Comprehensive Psychiatry, 55(6), 1442-1447.
Rozental, A., Forsell, E., Svensson, A., Forsström, D., Andersson, G., & Carlbring, P. (2014). Psychometric evaluation of the Swedish version of the pure procrastination scale, the irrational procrastination scale, and the susceptibility to temptation scale in a clinical population. BMC psychology, 2(1), 54-65.
Schouwenburg, H. C. (1995). Academic procrastination: Theoretical notions, measurement, and research. In J. R. Ferrari, J. L. Johnson, & W. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 71–96). New York: Plenum Press.
Skibba, K. (2009). What faculty learn teaching adults in multiple course delivery formats. Paper presented at the Twenty-Fifth Annual Conference on Distance Teaching and Learning; Madison, WI.
Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48, 926-934.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: an epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.
Weiner, B. (1972). Theories of motivation: From mechanism to cognition. Chicago, IL: Markham Publishers.
Weiner, I. B., Freedheim, D. K., Graham, J. R., & Naglieri, J. A. (Eds.). (2003). Handbook of psychology: Assessment psychology. Hoboken, NJ: Wiley.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-18.
You, J. W. (2015). Examining the effect of academic procrastination on achievement using LMS data in E-learning. Educational Technology and Society, 18(3), 64–74.
Downloads
Published
Issue
Section
License
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
