Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

Ragusa, Antonio; González-Bernal, Jerónimo; Trigueros, Rubén; Caggiano, Valeria; Gómez, Noelia Navarro; Minguez-Minguez, Luis A.; Obregón, Ana I.; Fernandez-Ortega, Carmen

doi:10.3389/fpsyg.2023.1073529

Cited by 16 publications

(9 citation statements)

References 58 publications

(57 reference statements)

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“…Furthermore, Steel (2007) identified procrastinators' personality traits as low self-motivation, mental disorganization, low self-control, and lack of progress motivation (Steel, 2007). Previous research has also identified self-motivation and self-regulation as the most significant predictors of academic procrastination (Hussein, 2021;Ragusa et al, 2023). Howell et al (2006) also view academic procrastination as a deficiency in self-regulation (Howell et al, 2006).…”

Section: Discussionmentioning

confidence: 98%

“…From this perspective, procrastination is a self-protection method or a coping mechanism. Academic procrastination is also one of the most common emotional-cognitive-behavioral problems, with a prevalence rate of about 30 to 50 percent during the academic period reported which can reduce the learning process in students (Nikbakht et al, 2014;Ragusa et al, 2023;Steel & Klingsieck, 2016;Xu, 2023;Yockey, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Effectiveness of Motivational Interviewing on Social Anxiety and Academic Procrastination among Students

Parsafar,

Asgharnejad Farid,

Dortaj

et al. 2024

JAYPS

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Objective: The student period is an exciting and challenging time for students. During this period, due to facing more stress-inducing factors and the necessity for appropriate adaptation, all students must have greater mental health and self-reliance to achieve greater success in their studies and, ultimately, in their profession. This research aims to investigate the impact of motivational interviewing on social anxiety and academic procrastination among students of the Islamic Azad University, Saravan branch. Methods and Materials: The research method is descriptive-analytical. The statistical population includes all students of the Islamic Azad University, Saravan branch. Forty individuals suffering from social anxiety and academic procrastination were selected via convenience sampling method and introduced as the statistical sample, randomly divided into two groups (each group containing 20 participants) for motivational interviewing and control. The experimental group received concepts and strategies of motivational interviewing by Rollnick and Miller (2002) in eight 70-minute sessions. Solomon and Rothblum's (1984) Academic Procrastination Questionnaire and Connor's (2000) Social Anxiety Questionnaire were used to collect data. Covariance analysis with pre-test statistical control was used to examine the hypotheses of this research. Findings: Based on the results, motivational interviewing explains 63.9% of the variance in post-test scores in the academic procrastination variable and 30.1% of the variance in post-test scores in the social anxiety variable. Conclusion: Therefore, it can be concluded that motivational interviewing was effective on social anxiety and academic procrastination among students.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Investigating the Effectiveness of Motivational Interviewing on Social Anxiety and Academic Procrastination among Students

Parsafar,

Asgharnejad Farid,

Dortaj

et al. 2024

JAYPS

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show abstract

“…This will assist learners in identifying key factors and improving their performance. Many college students struggle with their academic performance due to various factors (Ragusa et al, 2023). This trend is also present in Pangasinan Merchant Marine Academy, which is the focus of this study.…”

Section: Introductionmentioning

confidence: 85%

Factors Affecting the Academic Performance of Pangasinan Merchant Marine Academy’s Bachelor of Marine Transportation Students

Ramos Jr.

2024

IJELS

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This study uses a quantitative-correlational-descriptive research approach to look at the factors that influence the academic performance of third-year marine transportation students at Pangasinan Merchant Marine Academy. Despite a predominance of younger guys from lower-income families, the study contradicts conventional wisdom by revealing no significant links between demography and academic performance. Both student and teacher-related characteristics were shown to have no significant link with academic achievement. However, all participants agreed on the necessity of good study habits, notably dedicated study time, note review, and active engagement. The study emphasizes the importance of teacher-related aspects such as mastery of course content, interactive involvement, and adaptive teaching approaches in improving academic accomplishment. Recommendations include tailored support programs for specific student demographics, as well as additional research into factors contributing to positive academic performance in technical courses, with the goal of improving teaching methodologies and fostering a comprehensive understanding of maritime education dynamics.

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“…The signi cant in uence of cognitive self-regulation on academic stress is remarkable. Research has shown a negative association between self-regulation and academic stress, indicating that increased self-regulation is associated with lower levels of academic stress [24] [25]. Therefore, students who possess highly developed self-regulation skills demonstrate greater stress management abilities in academic environments [26] [27].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Ibrahim,

Sabbah,

Al-Jarrah

et al. 2024

Preprint

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Aim: To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation. Background: Academic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called "digitally regulated emotional intelligence" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. Methods: A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Results: The emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p<0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship. Conclusion: The study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

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Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students

Cited by 16 publications

References 58 publications

Investigating the Effectiveness of Motivational Interviewing on Social Anxiety and Academic Procrastination among Students

Investigating the Effectiveness of Motivational Interviewing on Social Anxiety and Academic Procrastination among Students

Factors Affecting the Academic Performance of Pangasinan Merchant Marine Academy’s Bachelor of Marine Transportation Students

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

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