Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning

Wäschle, Kristin; Allgaier, Anne; Lachner, Andreas; Fink, Siegfried; Nückles, Matthias

doi:10.1016/j.learninstruc.2013.09.005

Cited by 168 publications

(156 citation statements)

References 45 publications

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“…While the former function can still be achieved when starting late in the learning process, the latter function requires an early start in the process. Drawing on the literature on procrastination (Steel 2007;Tice and Baumeister 1997;Wäschle et al 2014), we expect less successful learners to delay the generation of their learning journal entries while stronger students understand the benefits of setting up a learning journal from the beginning-or at least early in their training.…”

mentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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mentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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“…All these variables will influence the proper development or the abandonment of the problemsolving tasks. So, it may be concluded that SRL is a complex process that is determined by the previously described variables: learning history, the perception of self-efficacy for problem solving, the type of tasks (intrinsic and extrinsic), motivation toward the task to be learnt, previous knowledge of the discipline, and the metacognitive skills related to problem-solving (planning, selfassessment, self-reflection) (Wäschle et al, 2014). These variables are proper to the individual learner but they also interact with other external variables that refer to the type of task (Finelli et al, 2015).…”

Section: Feedback and Instructionmentioning

confidence: 99%

Effects of Different Types of Rubric-Based Feedback on Learning Outcomes

et al. 2017

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Nowadays in higher education, the teaching procedures that lead to better learning outcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedures have demonstrated their effectiveness at heightening the reflection of university students on their own practice. The aims were (1) to study the effects of different types of rubric-based feedback [from process-oriented feedback to traditional feedback] on LO and on student perceptions of subject matter knowledge (SPKI) after training in a comparison between students in engineering and students in the social sciences; (2) to analyze the relation between metacognitive skills and motivation with LO and SPKI; and (3) to validate the results with structural equation modeling (SEM). The study comprised a total of 171 university students (n = 80 from the mechanical engineering degree and n = 91 from social sciences degree). A quasi-experimental design with a control group was used to test aim 1 and a descriptive correlational design to test aim 2. SEM was applied to validate the results (aim 3). Significant differences were found between both types of rubric-based feedback (process-oriented v. traditional) in relation to LO, though not in relation to SPKI. The effects of the degree type were noted in LO but no in SPKI. Likewise, a relation between SPKI and motivation skills was found in engineering students. Accordingly, the type of degree and the characteristics of the subject modules appear to be determining factors in successful learning, while SPKI is directly linked to motivation skills. The SEM results validated these conclusions.

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“…Estudantes continuam ou reforçam a procrastinação ao estabelecerem baixas metas de realização. Por outro lado, quanto maior autoeficácia for experimentada, menor a tendência a procrastinar (Wäschle et al, 2014a).…”

Section: Autoeficáciaunclassified

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

Correia¹,

Moura²

2017

reice

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Aprendizagem e procrastinação são dois fenômenos inter-relacionados. Além disso, tanto aprendizagem quanto procrastinação parecem impactar todas as esferas da vida social moderna. O objetivo deste artigo é identificar evidências científicas do período 2005 a 2015 sobre as relações conceituais entre os dois fenômenos. Por meio de revisão sistemática da literatura é possível identificar três categorias de conceitos centrais envolvendo esses dois construtos (autoeficácia, autorregulação e o papel das emoções e dos valores do indivíduo), além do uso de ferramentas para redução da procrastinação no ambiente da aprendizagem. O artigo apresenta uma síntese das proposições elaboradas nos estudos prévios levantados sobre as relações dessas categorias com a aprendizagem e a procrastinação. Para auxiliar na apreensão das proposições apresentadas, é elaborado um mapa conceitual das relações entre os conceitos investigados pela revisão. Conclui-se que há viés epistemológico nas visões sobre os dois fenômenos, sugerindo a oportunidade de exploração do tema por meio de novas abordagens.Palavras-chaves: Aprendizagem, Revisão, Eficácia, Reguladora, Autonomia educativa.Learning and procrastination are two interrelated phenomena. In addition, both learning and procrastination appear to impact all domains of modern social life. The paper aims at identifying scientific evidences of publications between the years of 2005 and 2015 on the conceptual relationship between both phenomena. The systematic literature review method presents three categories of core concepts involving those two constructs (self-efficacy, self-regulation and the role of individual emotions and values), and the use of tools to reduce procrastination in learning environments. The paper presents an overview of the statements presented on the previous studies about the relationship of these categories with learning and procrastination. In order to help the apprehension of the presented statements, it is developed a conceptual map of the relationships between the concepts investigated by the review. We conclude that there is a bias in the epistemological views on the two phenomena, suggesting an opportunity to explore new approaches.

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Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning

Cited by 168 publications

References 45 publications

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Effects of Different Types of Rubric-Based Feedback on Learning Outcomes

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

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