Why college students procrastinate in online courses: A self-regulated learning perspective

被引：35

作者：

Cheng, Sheng-Lun ^{[1
]}

Xie, Kui ^{[2
]}

机构：

[1] Sam Houston State Univ, Coll Educ, Dept Lib Sci & Technol, 1908 Bobby K Marks Dr TEC 138, Huntsville, TX 77341 USA

[2] Ohio State Univ, Coll Educ & Human Ecol, Dept Educ Stud, 29 West Woodruff Ave,Ramseyer Hall 322 A, Columbus, OH 43210 USA

来源：

INTERNET AND HIGHER EDUCATION | 2021年 / 50卷

关键词：

Online learning; Academic procrastination; Learning environment; Motivational beliefs; Conscientiousness; EXPECTANCY-VALUE THEORY; 5; PERSONALITY-TRAITS; ACADEMIC PROCRASTINATION; INTRINSIC MOTIVATION; TIME MANAGEMENT; ACHIEVEMENT; EFFICACY; CONSCIENTIOUSNESS; MODEL; OUTCOMES;

D O I：

10.1016/j.iheduc.2021.100807

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine why college students procrastinated in online courses from a selfregulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.

引用

页数：17

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