Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students

Garrido, Cecilia; Montes-Hidalgo, Javier; Limonero, Joaquín T.; Gómez-Romero, María José; Tomás–Sábado, Joaquín

doi:10.1016/j.enfcle.2019.07.013

Cited by 30 publications

(20 citation statements)

References 23 publications

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“… Klassen et al (2008) showed that those who present more confidence in their academic skills (high levels of self-efficacy) procrastinate less. Given the results of the present study, there is evidence that academic behavioral confidence is determined not only by the student’s personal factors; and that academic behavioral confidence affects not only the intensity but also the types of procrastination ( Brando-Garrido et al, 2020 ).…”

Section: Discussionmentioning

confidence: 61%

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

et al. 2021

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The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.

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Section: Discussionmentioning

confidence: 61%

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

et al. 2021

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“…( 2012 ) and Brando-Garrido et al. ( 2020 ), who found that perceived competence was negatively associated with procrastination in university students. However, we expand these previous findings by examining a younger age group in a distance learning setting.…”

Section: Discussionmentioning

confidence: 95%

“… 2013 , 2019 ) as well as lower passive procrastination scores (Brando-Garrido et al. 2020 ; Haghbin et al. 2012 ) than students who perceive themselves as lacking competence.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Perceived competence was found to be a negative predictor of students’ passive procrastination on academic tasks (Brando-Garrido et al. 2020 ). Another study found that the link between fear of failure and passive procrastination was moderated by perceived competence, indicating students with higher perceived competence could handle challenges more positively than students with low perceived competence (Haghbin et al.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

et al. 2021

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In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents. This study investigated differences in students who perceived themselves as high vs. low in competence with respect to these constructs. In an online questionnaire, 2652 Austrian secondary school students answered closed questions regarding SRL, intrinsic motivation and procrastination as well as open-ended questions about challenges, successes and need for support in distance. Structural equation modeling was applied for the quantitative analysis which was complemented by thematic analysis for the qualitative questions (Braun and Clarke 2006). Results showed that students who experienced themselves as highly competent use SRL strategies (goal setting and planning, time management, metacognitive strategies) more often and are more intrinsically motivated than students with lower perceived competence. They also procrastinate less. Furthermore, qualitative analysis revealed that although all students face similar challenges (e.g., independent learning, time and task management, learning on the computer, lack of contact with teachers and peers), students who perceived themselves as highly competent seemed to cope better, and have less need for support. Implications for distance learning and future research are discussed.

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“…Despite these results, some authors have defended the potential of stress during university learning (Rudland et al, 2019). Finally, regarding Hypothesis 4, regulatory or effective teaching also appeared as a negative predictor of risk factors for the SLPS competency, such as procrastination (Brando-Garrido et al, 2020) and burnout in a direct manner but also indirectly through the stress in teaching factor, which also predicted negative achievement emotions and stress in learning. These results are consistent with an integrated vision of teaching and learning processes in the analysis of academic phenomena at a university (Prosser and Trigwell, 1999;Rosário et al, 2013).…”

Section: Discussionmentioning

confidence: 92%

A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

Fuente

2021

Front. Psychol.

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The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models—the presage–process–product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory—underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage–process–product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.

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Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in Nursing students

Cited by 30 publications

References 23 publications

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

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

Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence

A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

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