Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling

Autor/inn/en	Yerdelen, Sündüs; McCaffrey, Adam; Klassen, Robert M.
Titel	Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self- Regulated Learning: Latent Growth Curve Modeling
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 1, S.5-22 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Longitudinal Studies; Time Management; Anxiety; Self Efficacy; Independent Study; Multiple Regression Analysis; Models; Undergraduate Students; Predictor Variables; Structural Equation Models; Foreign Countries; Likert Scales; Correlation; Questionnaires; Attitude Change; Self Management; Behavior Change; Canada + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zeitmanagement; Angst; Self-efficacy; Selbstwirksamkeit; Selbststudium; Analogiemodell; Prädiktor; Ausland; Likert-Skala; Korrelation; Fragebogen; Attitudinal change; Einstellungsänderung; Selbstmanagement; Kanada
Abstract	This study investigated the longitudinal association between students' anxiety and procrastination and the relation of self-efficacy for self-regulation to these constructs. Latent Growth Curve Modeling was used to analyze data gathered from 182 undergraduate students (134 female, 48 male) at 4 times during a semester. Our results showed that procrastination significantly increased over the semester, while academic anxiety decreased. Students' procrastination and anxiety were positively correlated at the beginning of the semester; however, the trajectories of procrastination and anxiety were not predicted from initial levels of these variables. Moreover, at the initial measurement period, high levels of anxiety and procrastination were significantly related to low levels of self-efficacy for self-regulation, whereas the rate of change in anxiety and procrastination over time were not predicted by students' initial levels of self-efficacy for self-regulation. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01