Understanding procrastination from a self-regulated learning perspective
Understanding procrastination from a self-regulated learning perspective
复制标题
DOI：
10.1037/0022-0663.95.1.179
复制
发表时间：
2003-03-01
影响因子：
4.9
通讯作者：
Wolters, CA
中科院分区：
文献类型：
--
作者：
Wolters, CA
学业拖延包括未能在预期的时间范围内完成一项活动，或者将最终打算完成的活动推迟到最后一分钟。因此，高水平的拖延似乎与通常归因于自我调节学习者的行为不一致。然而，探索这两个结构之间的关系的研究是缺乏的。两项研究（N = 168和N = 152）检查拖延和自我调节学习的几个关键组成部分，使用自我报告的调查报告在这里。结果表明，大学生拖延与自我效能感和工作回避目标定向有关，与元认知策略的使用也有一定的关系。研究结果进行了讨论，关于自我调节学习和拖延和未来的研究。
Academic procrastination includes failing to perform an activity within the desired time frame or postponing until the last minute activities one ultimately intends to complete. As such, high levels of procrastination appear inconsistent with the behaviors typically attributed to self-regulated learners. However, research exploring the relation between these 2 constructs is lacking. Two studies (N = 168 and N = 152) examining procrastination and its relation to several key components of self-regulated learning using self-report surveys are reported here. Results indicate that procrastination was related to college students' self-efficacy and work-avoidant goal orientation and, to a lesser extent, their use of metacognitive strategies. Findings are discussed with regard to prior research on self-regulated learning and procrastination and to future research.