Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments

Abstract

Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self-placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness-proactive and inhibitivewere examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions.

Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

“…The results concerning personal experiences are of course intimately linked to students' perceptions about the quality of the online education they received. Indeed, other works makes a direct link between low motivation and the feeling that online education is not as good as that delivered in traditional face-to-face settings (e.g., [79,80]). The forced nature of the COVID-19 online learning experience is also a factor cited by other authors as leading to the lack of enjoyment reported with respect to online courses (e.g., [81,82]).…”

Correlation among game addiction, achievement emotion, and learning motivation: A study of Indonesian youth in the context of e-learning system

“…Pekrun also classifies achievement emotions into activity-related and outcome-related emotions, which arise during learning and achievement contexts. Furthermore, Forsblom et al (2022) and Cheng, Chang et al (2023) suggest that achievement emotions can affect cognitive aspects during the learning process and are associated with the outcome of that process. Positive achievement emotions have been found to enhance effort and attention and facilitate memory recall, as observed by Meinhardt and Pekrun (2003).…”

“…As technology continues to advance, emotions play a crucial role in e-learning. Previous studies investigated the importance of emotions in e-learning contexts (Cheng, Chang et al, 2023;Forsblom et al, 2022;Meinhardt & Pekrun, 2003;Pekrun et al, 2011). Emotions in the learning process emphasize the need to cultivate specific "emotional competencies" as a prerequisite for successful learning.…”

“…For instance, Cheng, Huang et al (2023) utilized AEQ to detect the achievement emotion profiles and the online learning environment obstacles encountered by vocational college students. Additionally, Cheng, Chang et al (2023) examined the structural connections among conscientiousness, previous online learning experience, academic procrastination, and achievement emotions within online learning settings. Achievement emotions are pivotal in shaping students' learning experiences in technology-rich educational environments (Lajoie et al, 2020).…”