Examining 'active' procrastination from a self-regulated learning perspective

被引:28
作者
Cao, Li [1 ]
机构
[1] Univ W Georgia, Carrollton, GA USA
关键词
procrastination; self-regulated learning; motivation; learning strategy; college students; ACHIEVEMENT GOALS; ACADEMIC PROCRASTINATION; INDIVIDUAL-DIFFERENCES; INTRINSIC MOTIVATION; PERFORMANCE; VALIDITY; BEHAVIOR; ORIENTATION; VALIDATION; PATTERNS;
D O I
10.1080/01443410.2012.663722
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study examined the notion that active procrastinators are a positive type of procrastinators who possess desirable characteristics similar to non-procrastinators, but different from the traditional passive procrastinators. A two-step procedure was followed to categorise university students (N = 125) as active procrastinators, passive procrastinators and non-procrastinators. The results show that active procrastination was related mostly with the maladaptive motivational and behavioural characteristics described in the self-regulated learning literature. Active procrastinators reported low mastery-approach goal, high performance-avoidance and work-avoidance goal, and low intrinsic motivation and task value. They selected less effective strategies and performed the lowest on tests among the three groups. The results challenged the notion that active procrastination is conducive to learning. Future research directions and implications to teaching and learning are discussed.
引用
收藏
页码:515 / 545
页数:31
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