کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
364812 | 621093 | 2011 | 5 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Comparing active delay and procrastination from a self-regulated learning perspective Comparing active delay and procrastination from a self-regulated learning perspective](/preview/png/364812.png)
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.
► We examined active delay; a form of delay different from procrastination.
► Some adaptive self-regulated learning facets were related to active delay.
► Active delay and procrastination were inversely related.
► Achievement goals related differently to active delay vs. procrastination.
► Active delay was positively associated with grades; procrastination was not.
Journal: Learning and Individual Differences - Volume 21, Issue 5, October 2011, Pages 602–606