Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being

Grunschel, Carola; Schwinger, Malte; Steinmayr, Ricarda; Fries, Stefan

doi:10.1016/j.lindif.2016.06.008

Cited by 136 publications

(165 citation statements)

References 36 publications

Supporting

Mentioning

122

Contrasting

Unclassified

Order By: Relevance

“…Anticipating self-reward Deciding to treat oneself to a nice bath after the run Bandura (1976); Goldfried & Merbaum (1973); Grunschel, Schwinger, Steinmayr, & Fries (2016)…”

Section: Cognitive Change Strategiesmentioning

confidence: 99%

Many roads lead to Rome: Self-regulatory strategies and their effects on self-control

Hennecke¹,

Bürgler²

2020

Preprint

View full text Add to dashboard Cite

In a self-control conflict, people face a dilemma between a current goal (e.g., to exercise regularly) and competing impulses, habits, or desires (e.g., to stay on the couch and continue watching TV). To resolve such conflicts in favor of their goals, individuals may capitalize on a variety of self-regulatory strategies. In this article, we review recent research on the selfregulatory strategies people use in their daily lives, research on the effectiveness of these strategies, and research on the consequences of self-regulatory strategy use on well-being. We furthermore take both an individual-differences and a situational perspective by linking strategy use to individual differences between people (e.g., in self-control) and by emphasizing that strategy effectiveness likely depends on situational context (e.g., on current demands). Lastly, we introduce ideas and potential future research questions revolving around the role of individual differences in regulatory flexibility (including context sensitivity) for determining a person´s selfregulatory success.

show abstract

“…Anticipating self-reward Deciding to treat oneself to a nice bath after the run Bandura (1976); Goldfried & Merbaum (1973); Grunschel, Schwinger, Steinmayr, & Fries (2016)…”

Section: Cognitive Change Strategiesmentioning

confidence: 99%

Many roads lead to Rome: Self-regulatory strategies and their effects on self-control

Hennecke¹,

Bürgler²

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Likewise, there is evidence that self-efficacy has a role as a predictor of flow and procrastination in academic performance (Vinothkumar et al, 2016) and the strategies of motivational and educational regulation, academic performance and procrastination are related to it. This evidence indicates that higher the use of management strategies leads to less procrastination and better performance (Grunschel et al, 2016). The use of emotional and academic regulation strategies results in the affective and cognitive well-being of the students; on the contrary, the negative affective well-being and low academic performance are related to procrastination.…”

Section: Introductionmentioning

confidence: 99%

A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students

et al. 2018

View full text Add to dashboard Cite

This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.

show abstract

“…In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abraham, & Bond, 2012;Steel, 2007). These studies reported that procrastinating students are more likely to perform poorly.As for the internal effects of procrastination on students, previous findings indicated that procrastinating students feel anxiety (Fernie, McKenzie, Nikčević, Caselli, G., & Spada, 2016;Gagnon, Dionne, & Pychyl, 2016;Milgram & Toubiana, 1999), depression (Fernie et al, 2016;Gagnon et al, 2016; Özer, O'Callaghan, Bokszczanin, Ederer, , & Essau, 2014;Steel, 2007;van Eerde, 2003), stress (Sriois & Tosti, 2012;Stead, Shanahan, & Neufeld, 2010;Tice & Baumeister, 1997), and dissatisfaction with life (Grunschel, Schwinger, Steinmayr, & Fries, 2016;Hinsch & Sheldon, 2013;Steel, 2010). It seems reasonable to assume that procrastination leads to a lifestyle rife with complications that decrease the overall quality of life and the college experience, and adversely impact the student's well-being.…”

mentioning

confidence: 99%

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

View full text Add to dashboard Cite

The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...

show abstract

Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being

Cited by 136 publications

References 36 publications

Many roads lead to Rome: Self-regulatory strategies and their effects on self-control

Many roads lead to Rome: Self-regulatory strategies and their effects on self-control

A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Contact Info

Product

Resources

About