Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics

Dunn, Karee E.

doi:10.1007/s10755-013-9256-1

Cited by 49 publications

(43 citation statements)

References 31 publications

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“…For example, Fritzsche and colleagues (2003) found that undergraduate students with a high tendency to procrastinate on writing tasks reported a high level of general anxiety (trait anxiety) besides state anxiety in writing papers. Similarly, Onwuegbuzie (2004) and Dunn (2014) found a positive relationship between procrastination and statistics anxiety. Glick and Orsillo (2015), on the other hand, indicated that students are likely to develop academic procrastination when threatened by negative thoughts (e.g., I am an incompetent writer) and feelings (e.g., anxiety).…”

Section: Literature Review Procrastination and Creativitymentioning

confidence: 80%

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

Lim

Low

Tan³

2017

Creativity. Theories – Research - Applications

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Procrastination has been found to negatively impact academic and job performance. However, little attention has been given to the effect of procrastination on creative performance. Moreover, past studies have mainly focused on the antecedent role of anxiety in procrastination. The impact of procrastination on anxiety is not clear, though literature has suggested that procrastination may induce anxiety. The primary question addressed in the present study is whether and how procrastination influences creativity. Some exceptional studies have indicated that procrastination allows incubation and hence is conducive to creativity. However, on the basis of the literature, we argued and hypothesized that procrastination may impair creativity through state anxiety. A total of 218 Malaysian undergraduate students were recruited via social networking sites and responded to a packet of online survey questionairres, including self-report of procrastination tendency, state and trait anxiety, and creativity. Results showed that procrastination was positively associated with state and trait anxiety and negatively correlated with creativity. A negative relationship was also observed between state and trait anxiety and creativity. In addition, mediation analysis supported our hypothesis that state anxiety mediates the relationship between procrastination and creativity after controlling for the effect of trait anxiety. Specifically, people tend to experience feeling anxious when they postpone task completion. The high level of anxiety, in turn, is negatively associated with creative performance. As a whole, the findings not only offer the first empirical evidence supportive of the detrimental effect of procrastination on creativity, but also reveal the underlying process. Future directions and limitations are also explored.

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Section: Literature Review Procrastination and Creativitymentioning

confidence: 80%

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

Lim

Low

Tan³

2017

Creativity. Theories – Research - Applications

View full text Add to dashboard Cite

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“…Students who consider research skills important for their future career tend to have a low level of statistics anxiety and use a deep learning approach to solve problems (Murtonen et al 2008). In contrast, students who view statistics as irrelevant to their career development tend to have a high level of statistics anxiety (McGrath 2014;Murtonen et al 2008) and procrastinate in taking statistics courses (Dunn 2014). In addition, students may feel studying statistics is useless due to its lack of connection with their daily life (Pan and Tang 2005) or profession (Lalayants 2012).…”

Section: Worth Of Statisticsmentioning

confidence: 99%

“…Instructional Strategies Some instructional strategies are used to reduce interpretation anxiety, including journal writing (Dunn 2014;Dykeman 2011;Onwuegbuzie et al 2010;Pan and Tang 2005), journal excerpt exercises (Rabin and NutterUpham 2010), and problem creation activities (Kolar and McBride 2003). The activities of journal writing and excerpt exercises are used to foster basic skills in analyzing figures and tables and to enhance overall comprehension of difficult statistical concepts (Rabin and Nutter-Upham 2010).…”

Section: Interpretation Anxietymentioning

confidence: 99%

“…Some former studies applied statistics to real-world situations to improve the students' opinions about the worth of statistics (Onwuegbuzie et al 2010;Pan and Tang 2004). Others used journal writing (Dunn 2014;Dykeman 2011;Onwuegbuzie et al 2010;Pan and Tang 2005) and excerpt activities (Rabin and Nutter-Upham 2010) to decrease interpretation anxiety. However, instructors may view these instructional strategies as a burden when applying them to actual courses if there is a lack of continuous support (Carolan and Guinn 2007;Miller 2010), which includes a supportive culture (e.g., open access to materials to avoid copyright issues) as well as constant availability of resources.…”

mentioning

confidence: 99%

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Exploring Student Perceptions of the Use of Open Educational Resources to Reduce Statistics Anxiety

Lin

Tang

2017

J Form Des Learn

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Numerous instructional strategies have been applied to minimize statistics anxiety. Instructors are likely to consider those strategies a burden and may hesitate to apply them in their courses if there is a lack of continuous support. Open educational resources (OERs) enabled by information and communication technology have the potential to resolve this concern owing to their cost-effectiveness and to the prolific collections available. OERs can be adopted through reuse, redistribution, revision, and remix. Although a few former studies proved that technology could effectively reduce statistics anxiety, fewer studies demonstrated the effective adoption of OERs through reuse, redistribution, revision, and remix when coping with statistics anxiety. The purpose of this study was threefold. First, from earlier studies, we identified instructional strategies used to reduce statistics anxiety. Second, according to those instructional strategies, we assisted instructors in selecting and customizing OERs through reuse, redistribution, revision, and remix and in applying them in introductory statistics/quantitative research methodology courses. Third, we investigated the students' perceptions of the use of OERs to reduce statistics anxiety. The findings indicated that students had a positive reaction to the use of OERs to reduce statistics anxiety. Through this study, we can establish a rigorous approach to adopting and customizing OERs for various instructional needs in an interdisciplinary curriculum.

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“…Como parte importante de la motivación se destacan las metas, de tal forma que la motivación de los estudiantes puede mejorar si enfocan sus esfuerzos en alcanzar las metas académicas definidas, de tal forma que el desempeño relacionado con las metas puede estar permeado por motivaciones intrínsecas como la superación académica personal o extrínsecas como el logro o la competencia (Richardson, Abraham & Bond, 2012). De estos dos tipos de factores de la motivación los intrínsecos son los que se relacionan con la autoeficacia, de tal forma que los individuos que se perciben más capaces de alcanzar las metas deseadas presentan mayor motivación intrínseca, de igual forma serán estudiantes más exitosos (Dunn, 2014).…”

Section: Motivaciónunclassified

Contraste de Estudiantes Universitarios Presenciales y en Línea en un Curso Autogestivo: el Papel de la Autoeficacia y la Motivación

Maldonado

Medina

Negrete

et al. 2017

HAMU

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Ante el auge de cursos en línea autogestivos y masivos, se ha revelado la necesidad de evaluar e identificar las habilidades de los estudiantes que retoman este tipo de opciones educativas para actualizarse o formarse. La evidencia empírica coincide en que las habilidades de autorregulación, la percepción de autoeficacia y la motivación son factores indispensables en los estudiantes, sobre todo en aquellos que ya han estudiado bajo esta modalidad y han terminado exitosamente; por ello es que el objetivo de esta investigación fue identificar si existen diferencias en las habilidades antes mencionadas en estudiantes que provienen de un sistema en línea o de un sistema presencial al participar en un curso en línea autogestivo. Se trata de un estudio descriptivo, comparativo, transversal, con un muestreo no aleatorio de tipo voluntario en el que participaron 80 estudiantes de la licenciatura en psicología y a los que se les aplicó la Escala de Autopercepción de la Motivación Académica Personal, así como la Escala sobre Autoeficacia y Autorregulación. Los resultados del análisis estadístico T- Student muestran diferencias significativas en algunas de las escalas de los instrumentos aplicados. Los estudiantes que provenían del sistema a distancia presentaron mayores puntajes en las estrategias de autorregulación relacionadas con el esfuerzo diario, la verificación de las acciones de aprendizaje efectivas y el procesamiento activo de la información. Al comparar los resultados entre estudiantes

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Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics

Cited by 49 publications

References 31 publications

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

Exploring Student Perceptions of the Use of Open Educational Resources to Reduce Statistics Anxiety

Contraste de Estudiantes Universitarios Presenciales y en Línea en un Curso Autogestivo: el Papel de la Autoeficacia y la Motivación

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