Procrastination: Associations with achievement goal orientation and learning strategies
Procrastination: Associations with achievement goal orientation and learning strategies
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DOI：
10.1016/j.paid.2006.11.017
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发表时间：
2007-07-01
影响因子：
4.3
通讯作者：
Watson, David C.
中科院分区：
文献类型：
--
作者：
Howell, Andrew J.;Watson, David C.
拖延作为自我调节失败的概念已经得到了大量的实证支持。然而，拖延只是偶尔被检查有关的变量强调自我调节学习模型。我们研究了拖延、成就目标定向和学习策略之间的关系。170名大学生完成了拖延、目标定向和学习策略使用的测量。双变量相关显示，拖延与掌握-接近目标定向呈负相关，与掌握-回避目标定向呈正相关。拖延也与更大的混乱和更少使用认知和元认知策略有关。多元回归分析显示，组织混乱和认知策略的使用是最具预测力的拖延。结果将从自我调节的角度进行解释。(c)2006爱思唯尔有限公司保留所有权利。
Conceptualizations of procrastination as self-regulation failure have received considerable empirical support. However, procrastination has only occasionally been examined in relation to variables emphasized in models of self-regulated learning. We examined relations between procrastination, achievement goal orientations, and learning strategies. One hundred and seventy undergraduates completed measures of procrastination, goal orientation, and learning strategies usage. Bivariate correlations revealed that procrastination related negatively to a mastery-approach goal orientation and positively to a mastery-avoidance goal orientation. Procrastination was also related to greater disorganization and less use of cognitive and meta-cognitive strategies. Multiple regression analyses revealed that disorganization and cognitive strategies usage were most predictive of procrastination. Results are interpreted within a self-regulation perspective. (c) 2006 Elsevier Ltd. All rights reserved.