Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning.

Autor/inn/en	Wäschle, Kristin; Allgaier, Anne; Lachner, Andreas; Fink, Siegfried; Nückles, Matthias
Titel	Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Gefälligkeitsübersetzung: Prokrastination und Selbstwirksamkeit: Teufelskreise und Erfolgsspiralen des selbstregulierten Lernens finden.
Quelle	In: Learning and instruction, (2014) 29, S. 103-114Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.09.005
Schlagwörter	Einstellung (Psychologie); Leistungsverhalten; Selbstwirksamkeit; Lehrer; Feedback; Motivation; Lernmethode; Selbstgesteuertes Lernen; Leistung; Zielorientierung
Abstract	Explored how procrastination affects self-regulated learning in college and university students. 124 undergraduate and 26 graduate college students (mean age 22 years) completed a web-based self-monitoring protocol weekly over the course of one semester (19 weeks). Dependent measures included self-reported procrastination, perceived goal achievement, self-efficacy, frequency of cognitive learning strategy use (adapted from the Motivated Strategies for Learning Questionnaire), descriptions of self-set learning goals, as well as self-reported exam grades. Results confirmed assumptions regarding two reciprocally amplifying feedback loops between (1) procrastination and perceived goal achievement and (2) self-efficacy and perceived goal achievement. Confirmatory evidence of a positive feedback loop (the virtuous circle of self-efficacy) indicates that students with high self-efficacy are more motivated to tackle new tasks, and more likely to use deep learning strategies thereby increasing the likelihood of success and self-perceptions of high goal achievement which reinforces confidence and enthusiasm for future engagement in learning tasks. Evidence of a vicious circle hypothesis was also confirmed indicating that students with low self-efficacy, who perceive their chances of success at an academic task as dim, are more likely to procrastinate and to use more superficial learning strategies (e.g., rehearsal), ultimately achieving a less than optimal goal and reinforcing the likelihood of procrastinating in the future (as a dysfunctional method for avoiding the possibility of disappointment or failure). (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3