Correlates of academic procrastination and students' grade goals
Correlates of academic procrastination and students' grade goals
复制标题
DOI：
10.1007/s12144-008-9028-8
复制
发表时间：
2008-06-01
影响因子：
2.8
通讯作者：
Chong, Wan Har
中科院分区：
文献类型：
--
作者：
Tan, Crystal X.;Ang, Rebecca P.;Chong, Wan Har
本研究以新加坡 226 名本科生为样本，探讨了学业拖延与学生成绩目标的相关性。研究结果表明，自我调节学习的自我效能感与拖延有显著的负相关。自我调节学习的高自我效能感也预示着学生对学习成绩好的预期，而自我调节学习的低自我效能感则预示着学生对学习成绩不好的预期。此外，寻求帮助预测了学生对学业成绩良好的预期，而学业压力预测了学生对学业成绩不佳的预期。研究还讨论了对教育和教育实践的启示。
This study examined correlates of academic procrastination and students' grade goals in a sample of 226 undergraduates from Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination. High self-efficacy for self-regulated learning also predicted students' expectations of doing well and low self-efficacy for self-regulated learning predicted students' expectations of not doing well academically. Additionally, help-seeking predicted students' expectations of doing well academically while academic stress predicted students' expectations of not doing well academically. Implications for education and educational practice were discussed.