Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

Abstract

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students

“…Regulatory teaching refers to a good teaching style, in that it favors a good learning process. There is ample evidence for teaching style being a predictor of student engagement, motivation, and well-being, and it is a buffering factor against academic stress (Codina et al, 2020;Dash et al, 2020). Teacher profile, referring to their emotions and their own motivations, has also been found to positively or negatively affect the learning process (Moè and Katz, 2020a,b;Vermote et al, 2020).…”

Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

“…Given that the mechanism behind this behavioral phenomenon is a lack of motivation or expectations, it is reasonable that most research has focused on procrastination as it relates to student characteristics, looking for internal explanatory mechanisms. However, it is also possible that procrastination can be triggered externally, by characteristics of the teaching process ( Codina et al, 2020 ; Yang, 2020 ). Insufficient attention has been given to this perspective.…”

“…Parents’ and teachers’ negative attitudes toward procrastination, for example, have been found to trigger a kind of procrastination as rebellion ( Klingsieck et al, 2013 ). There is evidence that students’ perception of autonomy-supportive teaching, or effective or regulatory teaching, is positively associated with feeling competent, and negatively associated with procrastination behaviors ( Codina et al, 2020 ). Procrastination increases when the teacher lowers demands, is willing to negotiate academic deadlines, and tends to be more flexible in grading ( Schraw et al, 2007 ).…”

Perfiles de ocio deportivo en jóvenes españoles (15-20 años): un análisis de género (Sports leisure profiles in Spanish youth (15-20 years): a gender analysis)

“…Los hallazgos son coincidentes con el estudio de Martínez de Quel, Fernández García y Camacho (2010), en el que se apunta que la falta de tiempo es la mayor dificultad percibida a la hora de practicar actividades físicodeportivas, especialmente en la adolescencia femenina; una carencia de tiempo que se atribuye a la intensificación de las labores académicas en la etapa de secundaria y a la existencia de una escala de valores en la que lo realmente importante son los estudios, intensificada por las expectativas de los padres. Bajo este enfoque de análisis de la brecha de género, los datos obtenidos refuerzan la tendencia señalada por la investigación sobre la existencia de una menor participación por parte de las chicas en la competición (Codina, et al, 2016;Hill & Cleven, 2005;Sevil, et al, 2015) y por un mayor interés en modalidades deportivas, como las actividades artísticas y expresivas y las individuales.…”

“…En cuanto a las modalidades deportivas que les atraen, los chicos prefieren los deportes de equipo y de contacto, mientras que las chicas se decantan por actividades de carácter expresivo (como la danza) y por los deportes individuales y sin contacto. Las preferencias de ambos colectivos son claramente diferenciadas (Codina, Pestana, Castillo & Balaguer, 2016;Hill & Cleven, 2005), una tendencia que se mantiene en contextos distintos al ocio como el escolar (actividades durante los recreos, asignatura de Educación Física, etc.). En este sentido, Sevil et al (2015) informan de que mientras los chicos demuestran preferencias por la realización de actividades físicas de cooperación-oposición, más concretamente el fútbol, las chicas están más motivadas para las actividades de carácter expresivo, como el acrosport.…”