Understanding procrastination from a self-regulated learning perspective.
Abstract
Academic procrastination includes failing to perform an activity within the desired time frame or postponing until the last minute activities one ultimately intends to complete. As such, high levels of procrastination appear inconsistent with the behaviors typically attributed to self-regulated learners, However, research exploring the relation between these 2 constructs is lacking. Two studies (N = 168 and N = 152) examining procrastination and its relation to several key components of self-regulated learning using self-report surveys are reported here. Results indicate that procrastination was related to college students' self-efficacy and work-avoidant goal orientation and, to a lesser extent, their use of metacognitive strategies. Findings are discussed with regard to prior research on self-regulated learning and procrastination and to future research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Students lacking self-management skills such as planning and prioritizing tasks and metacognitive learning strategies should feel particularly lost when facing a situation with a large degree of freedom.
“Thus, students lacking self-management skills such as planning and prioritizing tasks (e.g., Lay and Schouwenburg, 1993) and metacognitive learning strategies (e.g., Wolters, 2003; Howell and Watson, 2007) should feel particularly lost when facing a situation with a large degree of freedom.”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Wolters, 2003
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- Authors
- Wolters, C. A.
- Affiliations
- University of Houston (US)
- Corresponding author
- Wolters, Christopher A.
- Venue
- Journal of Educational Psychology
- Published
- 2003-03
- Volume
- 95
- Issue
- 1
- Pages
- 179-187
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1982113757
- Cited by
- 679
- References
- 63
- Citations by year
- 2026: 32 · 2025: 28 · 2024: 41 · 2023: 53 · 2022: 45 · 2021: 55 · 2020: 36 · 2019: 44 · 2018: 37 · 2017: 35 · 2016: 42 · 2015: 28 · 2014: 48 · 2013: 30 · 2012: 29
- FWCI
- 8.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- procrastination, student self-regulation, self-efficacy, metacognitive strategies, university students, academic procrastination
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