RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

Dong, Yifan; Izadpanah, Siros

doi:10.1007/s12144-022-03825-1

Cited by 2 publications

(2 citation statements)

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“…They found that the project-based method improved academic performance, but this occurred primarily in the group of students with low levels of academic procrastination. From the same perspective, Dong and Izadpanah [ 35 ] compared the effect of corrective feedback after formative feedback in an experimental group with control group (women), obtaining improvement in academic resilience, educational belonging, and reduction in procrastination compared to the control group.…”

Section: Resultsmentioning

confidence: 99%

“…= 1509); out of these, 8.86% were primary school students (participants in seven studies) and the rest, 91.14%, were secondary school students. In total, five of the studies analyzed had all-girl samples, e.g., [35][36][37][38][39] and one of them was aimed at studying academic procrastination in girls with learning disabilities, e.g., [38] (see Figure 4 for details). A comparison is made between the initially retrieved publications and the documents finally included.…”

Section: Participantsmentioning

confidence: 99%

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Academic Procrastination in Children and Adolescents: A Scoping Review

2023

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Academic procrastination is a persistent behavior in students’ academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body of existing knowledge on this behavior comes from studies conducted with university students, although it is necessary to deepen the findings obtained at lower educational levels. The aim of this work has been to carry out a scoping review of the empirical publications focused on academic procrastination in children and adolescents. The inclusion and exclusion criteria are detailed following the general guidelines of the Joanna Briggs Institute. However, some modifications are incorporated in the flowchart to guide the review sequence. The search was conducted in eleven thematic (ERIC, MedLine, Psychology and Behavioral Sciences Collection, PsycINFO, PubPsych, and Teacher Reference Center) and multidisciplinary databases (Academic Search Ultimate, E-Journals, ProQuest, Scopus, and Web of Science) to identify relevant publications up to 2022, including grey literature. Out of the initial 1185 records screened, a total of 79 records were selected. The search results included a total of 79 records. The most used assessment instruments, the most studied variables, and the type of design and sources of information used in the selected studies are detailed. Cultural aspects that open new lines of future research are identified.

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Section: Resultsmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Academic Procrastination in Children and Adolescents: A Scoping Review

2023

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Predictive analysis of college students’ academic procrastination behavior based on a decision tree model

Song,

Liu,

Cai

et al. 2024

Humanit Soc Sci Commun

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Predicting academic procrastination among college students in the context of a public crisis could provide essential academic support and decision-making strategies for higher education institutions to promote student psychological health. Notably, research focusing on predicting academic procrastination behavior among college students in the context of a global crisis is still limited. The purpose of this study is to address this gap by constructing a predictive model based on the decision tree algorithm to predict academic procrastination behavior among college students. A total of 776 college students from the Guangxi Zhuang Autonomous Region of China participated in this study. The study gathered data from multiple aspects relevant to academic procrastination behavior, including demographic information, academic achievements, subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic achievement, and sense of school belonging. Descriptive statistical analysis was conducted utilizing SPSS version 26.0, and decision tree model analysis was performed with Modeler 18.0. The findings of this study identified eight predictive factors of college students’ academic procrastination in order of importance: subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic performance, and sense of school belonging. The model accuracy was 85.78%, and indicating a relatively high level of prediction. The findings of this study not only provided a new perspective for understanding academic procrastination but also offered practical guidance for educators on how to mitigate this behavior.

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RETRACTED ARTICLE: The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

Cited by 2 publications

References 65 publications

Academic Procrastination in Children and Adolescents: A Scoping Review

Academic Procrastination in Children and Adolescents: A Scoping Review

Predictive analysis of college students’ academic procrastination behavior based on a decision tree model

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