The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination

Ergüleç, Funda; Kara, Ahmet; Eren, Esra

doi:10.1007/s12144-022-03136-5

Cited by 4 publications

(3 citation statements)

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“…Research with university students highlights the inverse relationship between academic procrastination and selfregulated learning (e.g., Hong et al, 2021;Howell et al, 2006;Senécal et al, 1995;Wolters, 2003), defined as "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment" (Pintrich, 2000, p. 453). More specifically, the failure to engage in self-regulated learning has traditionally been considered an antecedent of academic procrastination (Schraw et al, 2007;Sirois & Pychyl, 2013) and evidenced in several previous studies (e.g., Ergulec et al, 2022;Zarrin et al, 2020). For example, self-efficacy for learning and selfregulation strategies (e.g., Wolters, 2003), as well as selfefficacy in applying these strategies (Tan et al, 2008), are the self-regulated learning dimensions that show the greatest relationships with academic delays in several studies with university students (Klassen et al, 2011).…”

Section: Academic Procrastination and Self-regulated Learningmentioning

confidence: 95%

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

et al. 2022

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The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.

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Section: Academic Procrastination and Self-regulated Learningmentioning

confidence: 95%

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

et al. 2022

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“…Academic procrastination is a growing concern in the field of education [71,72]. It is recognized as a widespread harmful human behavior [73] that causes students to delay the start of academic tasks, and sometimes a failure to complete them altogether [74]. Research in the field has identified several common characteristics in students who engage in procrastination.…”

Section: Academic Procrastination In Education From Electronic Resour...mentioning

confidence: 99%

Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students

Al Mulhim,

Zaky

2023

Sustainability

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This article investigates the extent of academic procrastination among secondary school students in the Kingdom of Saudi Arabia who utilize sustainable digital learning materials, specifically e-books, compared to those who rely on printed books in a traditional face-to-face learning environment. A sample of 336 first-year secondary school students was randomly recruited and divided into two experimental groups based on their preference for either electronic or printed textbooks. An online survey was employed to assess academic procrastination. The findings indicate no statistically significant differences in the impact of textbook formats (electronic versus printed) on academic procrastination among secondary school students. This study emphasizes the importance of employing e-books instead of printed books as sustainable digital learning resources, thereby contributing to sustainable education and the preservation of natural resources. Furthermore, this research could serve as part of a broader series of studies investigating the effects of integrating sustainable digital resources into education on students’ psychological development, study habits, and educational outcomes.

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“…According to research on academic procrastination among pre-service teachers, self-regulated online learning signi cantly mediates the relationship between learning support and procrastination. Students who engage in self-regulated online learning tend to procrastinate less (Ergulec et al, 2023). Unfortunately, many pre-service teachers struggle with procrastination, which is linked to lower academic performance and a lack of effective strategies for self-control (Martín-Antón et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Challenge of Procrastination: Gaining Insights from Overdue Books in University Libraries

Liu

2024

Preprint

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The late return of library books is a manifestation of procrastination, resulting in fines that impact the overall user experience at the library. Overdue or lost books can disrupt the library’s circulation services and affect the satisfaction of other patrons’ book needs. This study analyzes overdue readers at Nanjing Normal University Library from 2012 to 2023, examining factors such as the frequency of overdue incidents, borrowing habits, instances of book loss, duration of overdue periods, and the gender and background of the readers. The findings from path analysis suggest that the accumulation of fines is a deterrent for overdue behavior by influencing borrowing habits and serving as a warning against procrastination. Structural equation modeling analysis reveals a positive correlation between reader self-regulation and overdue attitudes, negatively impacting book circulation. Additionally, the study observes the application of the law of large numbers to the occurrence of book overdue, with a weak correlation between overdue incidents and instances of book loss.

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The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination

Cited by 4 publications

References 78 publications

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education

Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students

The Challenge of Procrastination: Gaining Insights from Overdue Books in University Libraries

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