The Relationship of Flow and Self-Regulated Learning to Active Procrastination

Kim, Eunkyung; Seo, Eun Hee

doi:10.2224/sbp.2013.41.7.1099

Cited by 43 publications

(39 citation statements)

References 28 publications

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“…Additionally, some researchers have examined if any predictive relationships exist between self-regulated learning aptitudes and GPA (Ekhlas & Shangarffam, 2013;Kim & Seo, 2013;Kosnin, 2007).…”

Section: Self-regulated Learning and The Life Science Teaching Coursementioning

confidence: 99%

The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

Çetin

2017

JETS

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The purpose of this research was to determine whether the use of activities based on Pintrich's self-regulated learning model effect the self-regulated learning perceptions of elementary teacher candidates within a Life Science course. The research was organized in accordance with the quasi-experimental designs model. This study was conducted within a classroom consisting of 5 male and 34 female (aged 20 to 25) elementary teacher candidates at Canakkale 18 Mart University, Education Faculty, and Department of Basic Education. Data was collected utilizing the "Self-regulated Learning Perception Scale" and the "Personal Information Form". As a result of the research, the use of Pintrich's self-regulated learning based activities has been found to improve the self-regulated learning perceptions of the elementary teacher candidates.

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Section: Self-regulated Learning and The Life Science Teaching Coursementioning

confidence: 99%

The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

Çetin

2017

JETS

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“…Hasil penelitian menunjukkan bahwa terdapat hubungan antara Self Reguated Learning dengan prokrastinasi akademik dengan besar korelasi sebesar -0.690** dan Sig. 0.000 < 0.01. hal ini memperkuat hasil penelitian sebelumnya yang menunjukkan bahwa flow dan Self Reguated Learning merupakan faktor yang signifikan dalam memprediksi prokrastinasi aktif (Kim & Seo, 2013). Penelitian lain juga menemukan bahwa disorganisasi dan kemampuan yang lemah dalam menggunakan metakognitif saat belajar memiliki hubungan yang positif dengan prokrastinasi (Howell & Watson, 2007).…”

Section: Pembahasanunclassified

Sense of Community dan Self-Regulated Learning sebagai Prediktor pada Prokrastinasi Akademik Mahasiswa

Maryam

Affandi

2019

An-Nafs

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Academic procrastination in students is a determining factor for the success of students in completing their studies. Engagement with the community and the ability of students to organize themselves in learning also play a role in academic procrastination. This study aims to determine the relationship of Sense of Community (SoC) and Self -Regulated Learning (SRL) with Academic Procrastination. The population of this study was all UMSIDA students in the odd semester of 2018-2019 academic year with the total number of 9824 students and the total sample based on Isaac and Michael's table with an 5% error rate were 385 students with a proportioned random sampling technique. Research data collection used three psychological scales, namely the scale of academic procrastination, the scale of the sense of community, and the scale of self-regulated learning. Analysis of research data used was product moment correlation and multiple regression analysis. The results of the analysis show that the Sense of Community and Self-Regulated Learning have a negative relationship with academic procrastination. If students perceive themselves to have a Sense of Community and high Self-Regulated Learning, they will tend to reduce their academic procrastination. However, the Self-Regulated Learning prediction on academic procrastination is higher than the Sense of Community on academic procrastination.

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“…Isso explica porque alguns estudos de procrastinação ativa (quando o indivíduo deliberadamente decide procrastinar) mostram correlação com bom resultados de aprendizagem. Provavelmente, alguns desses indivíduos regulam sua aprendizagem junto com estado de flow (Kim e Seo, 2013).…”

Section: Aprendizagem Autorreguladaunclassified

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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The Relationship of Flow and Self-Regulated Learning to Active Procrastination

Cited by 43 publications

References 28 publications

The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

The Influence of Pintrich’s Self-regulated Learning Model on Elementary Teacher Candidates in a Life Science Course

Sense of Community dan Self-Regulated Learning sebagai Prediktor pada Prokrastinasi Akademik Mahasiswa

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

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