How does self-regulated learning relate to active procrastination and other learning behaviors?
- 1.4k Downloads
This research investigates the relationship between self-regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first-grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on participants’ self-regulated learning awareness, academic behavior awareness for procrastination, and a datalog on the timeliness of their report submissions to quantify learning behaviors. Participants answered both pre- and post-class questionnaires. As regards learning behaviors, report and 1-min paper submission time values were collected using the learning management system. The results revealed that internal value, self-regulation, and procrastination are fundamental elements that enhance the awareness of time management for planned learning. Positive time management awareness promotes the submission of the 1-min paper report within the deadline and of the regular report early.
KeywordsSelf-regulated learning Procrastination Learning behaviors Blended learning
This study is funded by Japan Society for the Promotion of Science (JSPS) (Grant Number: 15H02935).
- Browne, M. W., & Cudek, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills, CA: SAGE.Google Scholar
- Goda, Y., Matsuda, T., Yamada, M., Saito, Y., Kato, H., & Miyagawa, H. (2009). Ingenious attempts to develop self-regulated learning strategies with e-learning: Focusing on time-management skill and learning habit. In T. Bastiaens, et al. (Eds.), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education 2009 (pp. 1265–1274). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).Google Scholar
- Goda, Y., Yamada. M., Matsuda, T., Kato, H., & Miyagawa, H. (2013). Effects of help seeking target types on completion rate and satisfaction in e-learning. In Proceedings of INTED 2013, pp. 1399–1403.Google Scholar
- Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York, NY: The Guilford Press.Google Scholar
- Tsai, C.-W., Shen, P.-D., & Tsai, M.-C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students’ learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261–271. doi: 10.1080/0144929X.2010.514359.CrossRefGoogle Scholar
- Tuckman, B. W., & Schouwenburg, H. C. (2004). Behavioral interventions for reducing procrastination among university students. In H. C. Schouwenburg, C. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 91–103). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
- Usta, E. (2011). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. The Turkish Online Journal of Educational Technology, 10(3), 276–286.Google Scholar
- Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81–94.Google Scholar
- Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Duntosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Erlbaum.Google Scholar
- Wolters, C. A., Pintrick, P. R., & Karabenick, S. A. (2003). Assessing academic self-regulated learning. Paper presented at the conference on indicators of positive development: definitions, measures, and prospective validity, sponsored by ChildTrends, National Institutes of Health.Google Scholar
- Yamada, M., Yin, C., Shimada, A., Kojima, K., Okubo, F., & Ogata, H. (2015). Preliminary research on self-regulated learning and learning logs in a ubiquitous learning environment. In Proceedings of the 15th IEEE international conference on advanced learning technologies, pp. 93–95. doi: 10.1109/ICALT.2015.74.