The DOI matches its Crossref record; 61 of the 63 references it cites were found in a registry or an index.
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)
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,447
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Self-Efficacy Beliefs in Academic Settings
Pajares, F. (1996) · Review of Educational Research · doi:10.2307/1170653 · Cited by 4,688
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,451
Expectancies, values and academic behaviors
Eccles, J. S. (1983) · Publication Server of Goethe University Frankfurt am Main (Goethe University Frankfurt) · Cited by 3,901
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Approach and avoidance motivation and achievement goals
Elliot, A. J. (1999) · Educational Psychologist · doi:10.1207/s15326985ep3403_3 · Cited by 3,103
Research works printed but not linked: 4
- 10.2307/1170696 · DOI
- 10.2307/1170684 · DOI · Paper page
- Ferrari, 1995, Egoidentity and academic procrastination among university students., Journal of College Student Development, 36, 361
- 10.2307/1170683 · DOI
Cited by
Sorted by citations
Steel, P. (2007) · Psychological bulletin · doi:10.1037/0033-2909.133.1.65 · Cited by 3,417
Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,971
Wolters, C. A. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.236 · Cited by 1,386
The making of the motivated strategies for learning questionnaire.
Duncan, T. G., & McKeachie, W. J. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4002_6 · Cited by 1,024
The relationship between procrastination and academic performance: A meta-analysis
Kim, K. R., & Seo, E. H. (2015) · Personality and Individual Differences · doi:10.1016/j.paid.2015.02.038 · Cited by 786
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
