Using motivation, volition, and performance model to overcome online procrastination

The profound effects of information and communication technologies (ICTs) have altered and contributed to many domains of our lives. Education, especially online distance education, is at the forefront of these domains. The number of learners in online distance education stream has been growing steadily. The number of courses that are given through online distance education is also increasing in the same way. Even though ICTs have made significant contributions to the facilitation of the educational routines, it is still vague if these efforts help online learners to overcome all motivational problems such as academic procrastination

Using motivation, volition, and performance model to overcome online procrastination

The profound effects of information and communication technologies (ICTs) have altered and contributed to many domains of our lives. Education, especially online distance education, is at the forefront of these domains. The number of learners in online distance education stream has been growing steadily. The number of courses that are given through online distance education is also increasing in the same way. Even though ICTs have made significant contributions to the facilitation of the educational routines, it is still vague if these efforts help online learners to overcome all motivational problems such as academic procrastination

International Conference on Education and Educational Psychology (ICEEPSY 2010) Effects of Academic Procrastination on College Students’ Life Satisfaction

AbstractThe aim of this study was to examine the effect of procrastination on students’ life satisfaction among a group of college students. In this regard, Tuckman Procrastination Scale and Satisfaction with Life Scale were administered to 314 (214 female, 100 male) college students. The average age of the participants was 20.76 (SD=1.97) with an age range between 17 and 27. The results of the preliminary analysis showed that 38% (119) of the students claimed to be frequent procrastinator, with male students reporting more frequent procrastination than female students do. Results of the ANOVA yielded a significant difference for academic procrastination level on satisfaction with life score. Specifically, procrastinators reported to have lower life satisfaction score than do non-procrastinators

Procrastination And Its Relationship With Business Students’ Cheating Perceptions

The epidemic of college cheating is evolving to include more sophisticated schemes that are more difficult to detect. Business students’ cheating is even more concerning because such behavior in college predicts workplace cheating (Nonis & Swift, 2001). The current study examines procrastination as a personality variable that affects business students’ perceptions of cheating ethics. A survey of 370 undergraduate and graduate business students was conducted. The results showed that low procrastinators were more likely to view cheating actions as more unethical compared to high procrastinators. Low procrastinators also had higher academic performance

Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

Students' autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior - which may stabilize with age - in which subpar self-regulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people's autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between self-regulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of self-regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of self-regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students' self-regulation profiles. These profiles would inform differentiated pedagogical approaches to promote self-regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic self-regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, goal setting, and decision making; and the Pure Procrastination Scale (PPS), which considers three dimensions: decisional procrastination, implemental delay and lateness. Results obtained by means of cluster analysis distinguished between high and low academic self-regulation profiles, and also between these and two different medium self-regulation profiles, each with specific emphases on particular volitional shortcomings (i.e., weaknesses in decision-making skills and perseverance). These profiles and their relations with procrastination dimensions allow a joint evaluation via structural equation modeling (SEM) to test cognitive motivational strategies (goal setting, decision making, learning from mistakes, and decisional procrastination) together with behavioral aspects (perseverance, implemental delay), considered in the constructs of academic self-regulation and pure procrastination. From this joint evaluation, guidelines are suggested for promoting autonomy among young university students to the detriment of procrastination, thereby - and in accordance with previous research - enhancing students' well-being and growth

El impacto de las técnicas de andamiaje basadas en aprendizaje combinado en la autoeficacia y el deseo por comunicarse

 Motivating learners to engage in effective communication is one of the fundamental concerns of language education. Accordingly, an educational context where L2 learners display a willingness to communicate (WTC) is a requirement for successful learning. A further concept that should be studied regarding WTC is students' self-efficacy from the socio-cognitive theory. Moreover, to boost the quality of learning, English as a Foreign Language (EFL) students should receive effective support, including scaffolding that motivates them to build up their knowledge in Blended Learning (BL) settings. To examine BL-based scaffolding techniques on students’ self-efficacy and WTC, this quasi-experimental design involving 232 participants were assigned to the experimental and the control groups including both intermediate and advanced learners. Subsequently, the self-efficacy questionnaire, and WTC questionnaires were distributed among them as a pretest. The statistical results of Two two-way ANCOVA tests showed that both language proficiency and the treatment type are the significant moderators of the efficacy scores. The experimental group outperformed the control group and the advanced learners outperformed the intermediate ones. In addition, the results indicated that while language proficiency did not moderate the WTC scores, the treatment type was the significant moderator of the WTC scores. Motivar al alumnado para que participen en una comunicación efectiva es una de las tareas fundamentales de educación lingüística. En consecuencia, el deseo por comunicarse (WTC) y la autoeficacia de alumnos de L2 son requisitos para un aprendizaje exitoso. Para mejorar la calidad del aprendizaje, los estudiantes de inglés como lengua extranjera necesitan un apoyo efectivo, incluido andamiaje que los motive a desarrollar sus conocimientos en contextos de aprendizaje combinado (BL). Para examinar las técnicas de andamiaje basadas en BL sobre la autoeficacia y el WTC del alumnado, este diseño cuasi experimental cuenta con 232 participantes que fueron asignados a los grupos experimentales y de control, incluyendo estudiantes de nivel intermedio y avanzado. Posteriormente, se distribuyeron como pre-test los cuestionarios de autoeficacia y los del WTC. Los resultados estadísticos de dos pruebas ANCOVA bidireccionales mostraron que tanto el dominio del idioma como el tipo de tratamiento son los moderadores significativos de las puntuaciones de eficacia. El grupo experimental superó al de control y los alumnos de nivel avanzado superaron a los de nivel intermedio. Los resultados indicaron que mientras que el dominio de lengua no moderó las puntuaciones del WTC, el tipo de tratamiento sí fue un moderador significativo. &nbsp

El impacto de las técnicas de andamiaje basadas en aprendizaje combinado en la autoeficacia y el deseo por comunicarse

Motivating learners to engage in effective communication is one of the fundamental concerns of language education. Accordingly, an educational context where L2 learners display a willingness to communicate (WTC) is a requirement for successful learning. A further concept that should be studied regarding WTC is students’ self-efficacy from the socio-cognitive theory. Moreover, to boost the quality of learning, English as a Foreign Language (EFL) students should receive effective support, including scaffolding that motivates them to build up their knowledge in Blended Learning (BL) settings. To examine BL-based scaffolding techniques on students’ self-efficacy and WTC, this quasi-experimental design involving 232 participants were assigned to the experimental and the control groups including both intermediate and advanced learners. Subsequently, the self-efficacy questionnaire, and WTC questionnaires were distributed among them as a pretest. The statistical results of Two two-way ANCOVA tests showed that both language proficiency and the treatment type are the significant moderators of the efficacy scores. The experimental group outperformed the control group and the advanced learners outperformed the intermediate ones. In addition, the results indicated that while language proficiency did not moderate the WTC scores, the treatment type was the significant moderator of the WTC scores.Motivar al alumnado para que participen en una comunicación efectiva es una de las tareas fundamentales de educación lingüística. En consecuencia, el deseo por comunicarse (WTC) y la autoeficacia de alumnos de L2 son requisitos para un aprendizaje exitoso. Para mejorar la calidad del aprendizaje, los estudiantes de inglés como lengua extranjera necesitan un apoyo efectivo, incluido andamiaje que los motive a desarrollar sus conocimientos en contextos de aprendizaje combinado (BL). Para examinar las técnicas de andamiaje basadas en BL sobre la autoeficacia y el WTC del alumnado, este diseño cuasi experimental cuenta con 232 participantes que fueron asignados a los grupos experimentales y de control, incluyendo estudiantes de nivel intermedio y avanzado. Posteriormente, se distribuyeron como pre-test los cuestionarios de autoeficacia y los del WTC. Los resultados estadísticos de dos pruebas ANCOVA bidireccionales mostraron que tanto el dominio del idioma como el tipo de tratamiento son los moderadores significativos de las puntuaciones de eficacia. El grupo experimental superó al de control y los alumnos de nivel avanzado superaron a los de nivel intermedio. Los resultados indicaron que mientras que el dominio de lengua no moderó las puntuaciones del WTC, el tipo de tratamiento sí fue un moderador significativo.Bureau of Philosophy and Social Science Planning of Henan Province of Chin

Student Perceptions of Online Courses for School Administrators

Online courses are the fastest growing student enrollment at the university level during the last decade. Between the time period 2003-2009, the number of students who had taken online courses doubled to 3.9 million which outpaced the growth in traditional college settings by a 12% margin (Mashable/Tech,2010). However, this online programming movement still remains in its early stages of development. Thus, faculty members and designers of online education need to know more about online courses. Momin (2003) stated that this growth, in online education, has been accompanied by increased questions about the effectiveness of online courses. More research needs to be conducted regarding how student experiences differ in online course environments and how outcomes are developed and measured. Specifically, faculty members and administrators need to understand how students perceive online education and courses because these perceptions and attitudes can be a direct link to student motivation and learning. Koohang and Durante (2003) further suggest that elements of e-learning and student motivation are critical

Effects of Deadline Conditions on Learners of Different Procrastination Tendencies in an Online Course

The purpose of this study was to investigate the effects of three deadline conditions (i.e., frequent-instructor-set-deadline condition, flexible-instructor-set-deadline condition, and self-imposed-deadline condition) on students of different academic procrastination levels (high, medium, and low) in terms of their perceived learning, academic performance, and course satisfaction in an online course. A 3 x 3 factorial quasi-experimental design was adopted for this study. One hundred and seventy three students from three classes of different majors voluntarily participated in the study with 50 students majoring in Agriculture, 61 in International Trading, and 62 in Food Manufacturing. The three classes were randomly assigned to three deadline conditions. Data were collected through an online survey and a final exam. This study found that there were significant differences in perceived learning and course satisfaction among high, medium, and low procrastinators, but there was no significant difference in academic performance among students at different procrastination levels. Low and medium procrastinators had significantly higher perceived learning and were significantly more satisfied with the course than high procrastinators. Among the three deadline condition groups, there were no significant differences in perceived learning and course satisfaction, however, the difference in academic performance was significant. The flexible deadline group achieved the best academic performance followed by the frequent and the self-imposed deadline groups. There was no interaction effect between procrastination and deadline conditions on any of the dependent variables. Limitations of the present study, recommendations for future research, and implications for practice are discussed