The role of personality in motivational regulation and academic procrastination

Ljubin-Golub, Tajana; Petričević, Ema; Rovan, Daria

doi:10.1080/01443410.2018.1537479

Cited by 52 publications

(35 citation statements)

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“…Both hypotheses were fulfilled. In the first case, the results confirm prior evidence, since personality components were associated with relatively stable coping strategies [64][65][66]. The more harmful emotion-focused strategies were predicted by the N factor, characterized by low self-regulation, while the C factor was usually associated with problem-focused strategies, typical of high self-regulation, and strategies associated with factors E, O, and A were mixed, typical of medium SR [67][68][69].…”

Section: Discussionsupporting

confidence: 82%

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

Arias

Paoloni

Kauffman³

et al. 2020

IJERPH

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The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the different profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed.

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Section: Discussionsupporting

confidence: 82%

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

Arias

Paoloni

Kauffman³

et al. 2020

IJERPH

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show abstract

“…worries a lot, poor impulse control, emotional instability), and intellect/openness (e.g. curious about many different things) [15,16]. Personality is a very important and vital part of a person's life is also very complex where an individual reacts and interacts with other individuals [17].…”

Section: Issn: 2089-9823 mentioning

confidence: 99%

The effect of organizational culture, personality, job satisfaction, and trust on school supervisor performance

Virgana

Kasyadi

2020

EduLearn

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This research was about school supervisors who play a strategic role in the management of human resources in the school environment. The study aims to determine the direct and indirect influences of organizational culture, personality, job satisfaction, and trust on the school supervisor's performance. The research samples were 180 supervisors of the school Education Office Special capital Jakarta. Data collection using questionnaires with a Likert scale, before analyzed the obtained data will be validated and reliably in respondents outside of the research sample. Data were analyzed through path analysis, as data analysis requirements were tests of normality, homogeneity, and linearity. Research results there was a direct influence of organizational culture, and personality on job satisfaction; Organizational culture, and personality on trust; Organizational culture, and personality on performance; Job satisfaction, and trust on performance, then there was an indirect influence of organizational culture through job satisfaction on the performance of school supervisor. The conclusion that the performance of the school supervisor at the Education Office of Jakarta was influenced by variations level of organizational culture, personality, and Trust, but the personality of school supervisors should have a priority attention to improving their performance.

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“…Besides mastery-approach, it seems that self-regulation of motivation may also be important factor for experiencing flow. There are several self-regulating motivational strategies that students use to enhance motivation (Walters, 1998;Ljubin-Golub, Petričević, & Rovan, 2019). Previous research found that mastery self-talk strategy was the most important predictor of academic flow (Ljubin-Golub, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Role of Achievement Goals in Motivational Regulation and Flow in Learning

Ljubin-Golub¹

2021

Psychological Applications and Trends

Self Cite

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

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The role of personality in motivational regulation and academic procrastination

Cited by 52 publications

References 50 publications

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students

The effect of organizational culture, personality, job satisfaction, and trust on school supervisor performance

The Role of Achievement Goals in Motivational Regulation and Flow in Learning

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