Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its p...

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Vydáno v:Frontiers in psychology Ročník 12; s. 602904
Hlavní autoři: de la Fuente, Jesús, Sander, Paul, Garzón-Umerenkova, Angélica, Vera-Martínez, Manuel Mariano, Fadda, Salvatore, Gaetha, Martha Leticia
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland Frontiers Media 10.02.2021
Frontiers Media S.A
Témata:
academic behavioral confidence
Cognitive science
procrastination
Psychology
structural equation modeling
theory of self-regulated learning vs. externally-regulated learning
university
theory of self-regulated learning vs. externally-regulated learning
academic behavioral confidence
structural equation modeling
procrastination
university
theory of self-regulated learning vs. externally-regulated learning academic behavioral confidence procrastination university structural equation modeling
ISSN:1664-1078, 1664-1078
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Shrnutí:The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
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This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Lawrence Jun Zhang, University of Auckland, New Zealand
Reviewed by: Yu Huang, Wuhan University, China; Juan Luis Castejon, University of Alicante, Spain
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2021.602904