"As the Twig Is Bent, so Is the Tree Inclined": Lack of Prior Knowledge as a Driver of Academic Procrastination

Autor/inn/en	Fulano, Celso; Magalhães, Paula; Núñez, José C.; Marcuzzo, Simone; Rosário, Pedro
Titel	"As the Twig Is Bent, so Is the Tree Inclined": Lack of Prior Knowledge as a Driver of Academic Procrastination
Quelle	In: International Journal of School & Educational Psychology, 9 (2021), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1719945
Schlagwörter	Foreign Countries; Prior Learning; Time Management; Mathematics Education; High School Students; Independent Study; Self Efficacy; Learning Strategies; Study Habits; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Vorkenntnisse; Zeitmanagement; Mathematische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbststudium; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Study behavior; Study behaviour; Studienverhalten; Mosambik
Abstract	Academic procrastination can be described as the delayed completion of academic tasks. This behavior is pervasive among students from different grade levels and cultures. A structural equation model was run to analyze the relationships between prior knowledge and procrastination in mathematics mediated by self-regulated learning and self-efficacy in mathematics. The model was analyzed using a sample of 1,000 Mozambican students from the 10th and 12th grades. Results indicated that both self-regulated learning and self-efficacy in mathematics were positively explained by prior knowledge in mathematics. Moreover, self-efficacy in mathematics was found to be positively related to self-regulated learning, and both were negatively related to mathematics procrastination. Finally, self-regulated learning and self-efficacy in mathematics mediated the effect of prior mathematics knowledge on mathematics procrastination. The study discusses these findings as well as their consequences, possible educational implications, and suggestions for educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01