Online self‐regulated learning and academic procrastination: A moderated mediation model

Abstract

Online learning has recently replaced traditional offline learning as the mainstream learning model for Chinese college students owing to the COVID-19 pandemic. This study examined the relationship between online self-regulated learning and academic procrastination among 1149 Chinese undergraduates who participated in online learning. The effects of online self-regulated learning on academic procrastination and whether it was mediated by attention control and moderated by peer support were investigated. Mediation analyses revealed that attention control partially mediates online self-regulated learning and academic procrastination.Peer support moderated the direct effect of online self-regulated learning and the mediating effect of attention control on academic procrastination. Our findings provide important ways to reduce academic procrastination and mitigate the adverse impacts of online learning.

The effect of short-form video addiction on undergraduates’ academic procrastination: a moderated mediation model

“…Attentional control is essential for on-time academic completion. Students with high attentional control are more adaptive to distractions and external stimuli, leading to reduced attentional bias to unrelated information in performing academic tasks (Ma et al, 2022). Alternatively, students with impaired attentional control might spend more time on distractions such as short-form videos, even if they intend to concentrate in academic tasks.…”

“…To be specific, academic procrastination is defined as the act of failing to complete academic tasks that should be done properly, often accompanied by emotions such as stress and anxiety (Caroline et al, 2010). However, academic procrastination is a common issue for college students, with some studies report incidence of academic procrastination as high as 70% (Cheng and Xie, 2021;Ma et al, 2022). Continuous academic procrastination not only hinders students' academic achievement (Bytamar et al, 2020), but also prevents them from effectively regulating emotions and experiencing fulfillment (Balkis, 2013).…”

Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments

“…The existing literature has provided preliminary and important insights into the occurrence of procrastination in online learning environments. Many studies have found that motivational beliefs and learning strategy use are the major factors that are associated with students' unnecessary postponement of coursework in online classes (Dunn, 2014; Ma et al, 2022; Pelikan et al, 2021). However, the recent development in the theory has offered a new perspective on the incidence of procrastination.…”

Parental emotional neglect and academic procrastination: the mediating role of future self-continuity and ego depletion

“…Many studies have explored the reasons behind academic procrastination. Individual variables such as self-regulation, self-efficacy, self-esteem, and fear of failure all influence academic procrastination ( Li, Gao & Xu, 2020 ; Ma et al, 2022 ; Wang et al, 2021 ; Zarrin, Gracia & Paixão, 2020 ) Meanwhile, negative emotional states, such as anxiety, depression, and worry are all positively associated with academic procrastination ( Gadosey et al, 2021 ; Rahimi & Vallerand, 2021 ). Furthermore, task-related demands (such as task was incomplete, vague, or ambiguous) also correlate to academic procrastination ( Wieland et al, 2022 ).…”