Study goals and procrastination tendencies at different stages of the undergraduate degree

Stewart, Martyn; Stott, Tim; Nuttall, Anne‐Marie

doi:10.1080/03075079.2015.1005590

Cited by 31 publications

(29 citation statements)

References 62 publications

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“…Likewise, Durá n and Arias (2015) pointed out the relevance of the approaches to learning since university students also show goal in an external way (oriented to academic performance), since they favor persistencies within specific training programs. Finally, it should be noted that the profile of goal orientation does not present stable characteristics and the orientations of learning approaches tend to decline after the first and second university subjects, increasing the phenomena of procrastination (Stewart, Stott and Nuttall, 2016). These results are consistent with those of English et al (2016) since, according to these authors, students with high procrastination towards their classmates are also those who have a greater motivation both to learn and to achieve good academic goals and vice versa.…”

Section: Discussionsupporting

confidence: 83%

Impact of Emotional Style on Academic Goals in Pandemic Times

Garay¹,

Escalante²,

Calle³

et al. 2020

IJHE

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The objective of the present study was to determine the incidence of university students’ emotional style on the dimensions of academic goals (academic goals, learning goals, achievement goals and social reinforcement goals). For this study, 780 students of the fifth and sixth cycle of the Health Sciences School at a private university in Lima were chosen.In this quantitative study, of a substantive type, and a causal correlational cross-sectional non-experimental design, The Emotional Style Questionnaire (ESQ) was administered and for academic goals the questionnaire of the same name (CMA). The results evidenced the significant incidence of emotional style in the academic goals of university students with 72.1%; because the reason of plausibility of the logistic model (p<0.05) fits well with the data (Deviation with p<0.05).

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Section: Discussionsupporting

confidence: 83%

Impact of Emotional Style on Academic Goals in Pandemic Times

Garay¹,

Escalante²,

Calle³

et al. 2020

IJHE

View full text Add to dashboard Cite

show abstract

“…Besides, Lee (2005) explains that students who motivate themselves better show less tendency towards academic procrastination. Şirin (2011) and Stewart, Stott and Nuttall (2015) also indicate that academic motivation is a predictor of the academic procrastination behavior. Among the highest scores which indicate higher tendency towards academic procrastination are items related to lecturers.…”

Section: Resultsmentioning

confidence: 96%

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Ocak

Boyraz

2016

Journal of Education and Training Studies

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Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and percentages and a correlation is questioned between academic procrastination and time management. Regression analysis is used to find out if time management predicts academic procrastination in a statistically significant way. Besides, students' level of time management (low, medium, high) is examined and covariance analysis has been carried out to see if time management level and gender, time management level and housing type (private or state dormitory or house), time management level and their major and time management level and where they live have a common effect on academic procrastination. Results indicate that students are generally indecisive about their behaviors of procrastination in academic tasks and are in middle level in terms of time management skills. There is a moderate level, negative sided and statistically significant correlation between academic procrastination and time management. Not a common effect of mentioned above variables is seen.

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“…In other studies, students' goals, work prospects, self-efficacy, metacognitive knowledge, prior learning experiences, peer and family influences have a significant influence on student self-regulation in learning (Balapumi et al, 2016). Much remains to be learned about the factors that influence students 'selfregulation in learning (Bembenutty, 2011b), and investigate the factors that influence the formation of students' self-regulation motivation in learning (Stewart et al, 2015).…”

Section: Character Education Program In Islamic Boarding School (Ibs)mentioning

confidence: 99%

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

Fawait

Setyosari

Sulthoni

et al. 2020

Journal for the Education of Gifted Young Scientists

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The purpose of this study is to identify the factors of character education that affect students' self-regulation skills. Research uses a quantitative approach. The instrument used was adapted from SRLOQ, which was developed by (Vrieling et al., 2013), but modified with words to fit the context of this study. The research instrument consisted of two parts: measurement of self-regulation skills and student demographic information with a total of 108 students who took part in a character education training program at a high school in Islamic boarding schools. Data analysis involves t test, analysis of variance and multiple regression analysis. The results of this study indicate that gender and age have a strong and significant influence on self-regulation skills. Previous education was also found to have an indirect impact on self-regulation skills. This shows that age maturity is an important component of self-regulation skills, because the higher the age level, the higher the student's thinking ability. In addition, gender is also a component that affects self-regulation skills because there are differences in the way of thinking between men and women. The findings of this study indicate that self-regulation skills become dynamic entities especially with increasing age and gender differences.

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Study goals and procrastination tendencies at different stages of the undergraduate degree

Cited by 31 publications

References 62 publications

Impact of Emotional Style on Academic Goals in Pandemic Times

Impact of Emotional Style on Academic Goals in Pandemic Times

Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables

Identification of Factors Affecting of Character Education Program on High School Students’ Self-Regulation Skills

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