Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling

Yerdelen, Sündüs; McCaffrey, Adam; Klassen, Robert M.

doi:10.12738/estp.2016.1.0108

Cited by 41 publications

(34 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such anxiety-causing control appraisals can be a consequence of low self-efficacy expectations: As students with low self-efficacy expectations do not believe that they can accomplish a specific learning task (Bandura, 1977), their control expectancy regarding the respective achievement situation is also assumed to be negatively affected. This theoretical notion is supported by empirical studies showing that students with lower self-efficacy expectations also report higher levels of test anxiety (Haycock et al, 1998; Yerdelen et al, 2016).…”

Section: Introductionmentioning

confidence: 76%

“…Further, the expectancy component of procrastination is theoretically predicted to be most strongly influenced by students’ self-efficacy expectancies. In line with these assumptions, empirical studies show that procrastination is more likely for students who do not believe to have the capabilities to study successfully for an exam (Yerdelen et al, 2016).…”

Section: Introductionmentioning

confidence: 95%

“…Helping students to deal with their test anxiety and subsequent procrastination hence seems an effort worth taking. Studies show that self-efficacy (Bandura, 1977) – the appraisal of one’s own capabilities to accomplish a specific task (e.g., studying successfully for an exam) – might play an important role in the causation of test anxiety and subsequent procrastination (e.g., Yerdelen et al, 2016). Based on these ideas, the aim of the present paper is to investigate the effectiveness of an intervention in reducing students’ test anxiety and subsequent procrastination by enhancing students’ academic self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy

et al. 2019

View full text Add to dashboard Cite

Background and Objectives Test anxiety can impair learning motivation and lead to procrastination. Control-value theory of achievement emotions ( Pekrun, 2006 ) assumes test anxiety to be a result of students’ appraisals of the testing situation and its outcomes. Modification of cognitive appraisals such as low self-efficacy beliefs is thus assumed to reduce test anxiety and subsequent procrastination. In the present study, we tested the effects of an inquiry-based stress reduction (IBSR) intervention on students’ academic self-efficacy, their test anxiety, and subsequent procrastination in the final stages of an academic term. Design Longitudinal quasi-randomized intervention control trial. Methods University students identified worry thoughts regarding a specific and frightening testing situation. Intervention participants ( n = 40) explored their worry thoughts with the IBSR method. Participants of an active waitlist control group ( n = 31) received the intervention after the study was completed. Dependent variables were assessed before and after the intervention as well as at the end of the term. Results Data-analyses revealed that the IBSR intervention reduced test anxiety as well as subsequent academic procrastination in comparison to the control group. The effect on test anxiety was partly due to an enhancement of self-efficacy. Conclusion Our findings provide preliminary evidence that IBSR might help individuals to cope with their test anxiety and procrastination.

show abstract

Section: Introductionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy

et al. 2019

View full text Add to dashboard Cite

show abstract

“…University counseling services should be provided taking into account research-based suggestions to address specific and targeted programs. Such programs could help students to improve their time management skills to dealing with the amount of work and difficult tasks (de Palo et al, 2012; Pychyl and Flett, 2012; Yerdelen et al, 2016). …”

Section: Discussionmentioning

confidence: 99%

Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies

et al. 2017

View full text Add to dashboard Cite

Nowadays, university students suffer from a broad range of problems, such as educational underachievement or the inability to control themselves, that lead to procrastination as a consequence. The present research aimed at analyzing the determinants of decisional procrastination among undergraduate students and at assessing a path model in which self regulated learning strategies mediated the relationship between metacognitive beliefs about procrastination and decisional procrastination. 273 students from Southern Italy filled out a questionnaire composed by: the socio-demographic section, the Metacognitive Beliefs About Procrastination Questionnaire, the procrastination subscale of the Melbourne Decision Making Questionnaire, and the Anxiety, the Time Management, and the Information Processing subscales of the Learning and Study Strategies Inventory. Results showed that the relationship between negative and positive metacognitive beliefs about procrastination and decisional procrastination was mediated only by time management and anxiety. Such findings underlined the crucial role played by learning strategies in predicting the tendency to delay decisional situations and in mediating the relationship between metacognitive beliefs about procrastination and decisional procrastination.

show abstract

“…Ngoài ra, một cách định nghĩa khác đã chỉ ra tính vô lý của trì hoãn thông qua việc xác định đặc điểm của những hoạt động bị trì hoãn là cần thiết và quan trọng (Klingsieck, 2013a;Lay, 1986). Nhiều kết quả nghiên cứu thực tiễn đã chứng minh cho những quan điểm này khi cho thấy mối liên hệ giữa mức độ trì hoãn với cảm giác xấu hổ (Tangney và c.s., 2000), tội lỗi (Schraw và c.s., 2007), trầm cảm (Flett và c.s., 2016;Steel, 2007), lo âu (Yerdelen, Mccaffrey, & Klassen, 2016) và căng thẳng (Schraw và c.s., 2007;Sirois, 2014) xuất hiện trong thời gian trì hoãn. Có thể thấy, những cảm…”

Section: Khái Niệm Trì Hoãn Và Trì Hoãn Trong Học Tậpunclassified

Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

Qn¹,

Tt²,

Mt³

et al. 2020

Preprint

View full text Add to dashboard Cite

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

show abstract

Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling

Cited by 41 publications

References 32 publications

How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy

How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy

Decisional Procrastination in Academic Settings: The Role of Metacognitions and Learning Strategies

Contact Info

Product

Resources

About