Comparing Active Delay and Procrastination from a Self-Regulated Learning Perspective

Autor/inn/en	Corkin, Danya M.; Yu, Shirley L.; Lindt, Suzanne F.
Titel	Comparing Active Delay and Procrastination from a Self-Regulated Learning Perspective
Quelle	In: Learning and Individual Differences, 21 (2011) 5, S.602-606 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.07.005
Schlagwörter	Self Efficacy; Metacognition; Academic Achievement; Personality Traits; Undergraduate Students; Learning Strategies; Prediction; Goal Orientation; Grades (Scholastic); Correlation + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorhersage; Zielorientierung; Zielvorstellung; Notenspiegel; Korrelation
Abstract	Researchers have proposed that the act of postponing academic work may be divided into a traditional definition of procrastination, viewed as maladaptive, and adaptive forms of delay. Adaptive forms of delay may be more consistent with certain facets of self-regulated learning. The current study investigated this issue by examining whether the relations between aspects of self-regulated learning and active delay may be distinct from the relations these aspects of self-regulated learning have with procrastination. Among 206 undergraduates, procrastination was positively predicted by mastery-avoidance goals and negatively by metacognitive strategy usage, whereas active delay was negatively predicted by avoidance goals and positively by self-efficacy. Furthermore, students who reported higher levels of active delay also received better grades. These findings provide support that active delay is a distinct form of delay from procrastination that may be more positive due to its associations with some adaptive self-regulatory processes and academic achievement. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10