@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):295-300
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):295-300
Role of Procrastination and Motivational Self-Regulation in Predicting Students' Behavioral Engagement
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Abbasi M. (*)Pirani Z. (1)
Razmjoiy L. (2)
Bonyadi F. (1)
(*) Psychology Department, Literature & Human Sciences Faculty, Kazerun Salman Farsi University, Kazerun, Iran
(1) Psychology Department, Literature & Human Sciences Faculty, Arak Branch, Islamic Azad University, Arak, Iran
(1) Psychology Department, Literature & Human Sciences Faculty, Arak Branch, Islamic Azad University, Arak, Iran
(2) Psychology Department, Literature & Human Sciences Faculty, Kazerun Salman Farsi University, Kazerun, Iran
Correspondence
Address: Department of Psychology, Faculty of Literature and Human Sciences, Salman Farsi University of Kazerun, Ershad Crossroads, Kazerun, IranPhone: +987142216050
Fax: +987142216060
abbasi@kazeronsfu.ac.ir
Article History
Received: June 21, 2015Accepted: November 11, 2015
ePublished: January 10, 2016
ABSTRACT
Aims
As an important intervening factor to enhance educational and motivational performance of the students, understating the effective factors on behavioral enthusiasm plays a very important role. The aim of this study was to explain the role of motivational self-regulation and procrastination in predicting the students’ behavioral enthusiasm.
Instrument & Methods In the correlational descriptive cross-sectional study, 311 students of Arak University of Medical Sciences were selected via Available Sampling using Cochran’s Formula in 2014-15 academic year. Data was collected, using Students’ Educational Procrastination Scale, Motivational Self-regulating Scale, and Behavioral Enthusiasm Scale. Data was analyzed in SPSS 19 software using Pearson Correlation Coefficient, and Multiple Regression Analysis.
Findings The highest and the lowest correlations were between procrastination and behavioral enthusiasm and between environmental control and behavioral enthusiasm, respectively (p<0.05). There was a positive and significant correlation between self-regulation and behavioral enthusiasm. In addition, there was a negative and significant correlation between procrastination and behavioral enthusiasm (p<0.001). Totally, procrastination (β=-0.233) and motivational self-regulation (β=0.238) explained 10% of the students’ behavioral enthusiasm variance (p<0.001; R²=0.102).
Conclusion Any reduction in procrastination and any enhancement in motivational self-regulation can enhance the students’ behavioral enthusiasm.
Instrument & Methods In the correlational descriptive cross-sectional study, 311 students of Arak University of Medical Sciences were selected via Available Sampling using Cochran’s Formula in 2014-15 academic year. Data was collected, using Students’ Educational Procrastination Scale, Motivational Self-regulating Scale, and Behavioral Enthusiasm Scale. Data was analyzed in SPSS 19 software using Pearson Correlation Coefficient, and Multiple Regression Analysis.
Findings The highest and the lowest correlations were between procrastination and behavioral enthusiasm and between environmental control and behavioral enthusiasm, respectively (p<0.05). There was a positive and significant correlation between self-regulation and behavioral enthusiasm. In addition, there was a negative and significant correlation between procrastination and behavioral enthusiasm (p<0.001). Totally, procrastination (β=-0.233) and motivational self-regulation (β=0.238) explained 10% of the students’ behavioral enthusiasm variance (p<0.001; R²=0.102).
Conclusion Any reduction in procrastination and any enhancement in motivational self-regulation can enhance the students’ behavioral enthusiasm.
CITATION LINKS
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[16]Saf D, Bashash L. The relationship between goal orientation and motivational strategies among gifted students. Iran J Except Child. 2011;11(3):229-43. [Persian]
[17]Mousavi M, Hashemi S, Yazdi A, Soltani E, Ahmadi Z, Khanzadeh M, et al. The prediction of academic procrastination based on emotional intelligence components. J Ilam Univ Med Sci. 2013;21(4):21-9. [Persian]
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[19]Hafezi F, Bkhtyarpur S, Ahmed Fakhreddin A. Compare perfectionism, procrastination and depression in female and male teachers in Ahwaz. J Soc Psychol. 2010;3(9):51-61. [Persian]
[20]Waschle K, Allgaiera A, Lachnera A, Finkb S, Nücklesa M. Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learn Instr. 2014;29:103-14.
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[22]Ferrari JR. Psychometric Validation of two procrastination in ventories for adults: arousal and avoidance measures. J Psychopathol Behav Assess. 1992;14(2):97-110.
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[25]Khoroushi P, Nili Mr, Abedi A. Relationship between “Cognitive and Emotional Engagement of Learning” and “Self-Efficiency” of Students Farhangian University of Isfahan. Educ Strateg Med Sci. 2014;7(4):229- 34. [Persian]
[26]Cole J, Logan TK, Walker R. Social exclusion, personal control ,self-regulation, and stress among substance abuse treatment clients. Drug Alcohol Depend. 2011;113(1):13-20.
[27]Pintrich PR, Degroot EV. Motivatinal self–regulated learning components of classroom academic performance. J Educ Psychol. 1990;82(1):33-40.
[2]Rodríguez JL, Boutakidis IP. The association between school engagement and achievement across three generations of Mexican American students. Assoc Mex Am Educ J. 2014;7(1):1-12.
[3]Burrows PL. An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students [Dissertation]. Oregon:University of Oregon; 1970.
[4]Salaber J. Facilitating student engagement and collaboration in a large postgraduate course using wiki-based activities. Int J Manag Educ. 2014;12(2):115-26.
[5]Fredericks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Rev Educ Res. 2004;74(1):59-109.
[6]Wang MT, Willett JB, Eccles JS. The assessment of school engagement: examining dimensionality and measurement invariance by gender and race/ethnicity. J Sch Psychol. 2011;49(4):465-80.
[7]Sene´cal C, Koestner R, Vallerand RJ. Self-regulation and academic procrastination. J Soc Psychol. 1995;135(5): 607-19.
[8]Fee RL, Tangney JP. Procrastination: A means of avoiding shame or guilt?. J Soc Behav Pers. 2012;5(5):167-84.
[9]Hussein I, Sultan S. Analysis of procrastination among university students. Proc Soc Behav Sci. 2014;5:1897-1904.
[10]Chu AC, Chol JN. Rethinking procrastination: Positive effects of active procrastination behavior on attitudes and performance. J Soc Psychol. 2005;145(3):245-64.
[11]Fritsch BA, Young BR, Hickson KC. Individual differences in academic procrastination tendency and writing success. Pers Individ Differ. 2003;35(7):1549-57.
[12]Breso E, Salanova M, Schoufeli B. In search of the “third dimension” of burnout: Efficacy or inefficacy?. Appl Psychol. 2007;56(3):460-78.
[13]Khormaei F, Abbasi M, Rajabi S. A comparison of perfectionism and procrastination in mothers of students with and without learning disability. J Learn Disabil. 2012;1(1):60-77. [Persian]
[14]Cole J, Logan TK, Walker R. Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients. Drug Alcohol Depend. 2011;113(1):13-20.
[15]Abbasi M, Dargahi Sh. Role of Procrastination, Self-Regulation and Metacognition in Predicting Students' Academic Motivation. Educ Strateg Med Sci. 2014;7(5):273-8. [Persian]
[16]Saf D, Bashash L. The relationship between goal orientation and motivational strategies among gifted students. Iran J Except Child. 2011;11(3):229-43. [Persian]
[17]Mousavi M, Hashemi S, Yazdi A, Soltani E, Ahmadi Z, Khanzadeh M, et al. The prediction of academic procrastination based on emotional intelligence components. J Ilam Univ Med Sci. 2013;21(4):21-9. [Persian]
[18]Lavasani M, Ejei M, Davoodi M. The effectiveness of self-regulation learing strategies training on the self-regulation skills, academic engagement and test anxiety. J Psychology. 2013;16(2):162-9. [Persian]
[19]Hafezi F, Bkhtyarpur S, Ahmed Fakhreddin A. Compare perfectionism, procrastination and depression in female and male teachers in Ahwaz. J Soc Psychol. 2010;3(9):51-61. [Persian]
[20]Waschle K, Allgaiera A, Lachnera A, Finkb S, Nücklesa M. Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learn Instr. 2014;29:103-14.
[21]Howell AJ, Watson DC. Procrastination: associations with achievement goal orientation and learning strategies. Personal Individ Differ. 2077;43(1):167-78.
[22]Ferrari JR. Psychometric Validation of two procrastination in ventories for adults: arousal and avoidance measures. J Psychopathol Behav Assess. 1992;14(2):97-110.
[23]Wolters CA. Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educ Psychol. 2003;38(4):189-205.
[24]Klassen RM. Confidence to manage learning: The self- efficacy for self- regulated learning of early adolescents with learning disabilities. Learn Disabil Q. 2010;33(1):19-30.
[25]Khoroushi P, Nili Mr, Abedi A. Relationship between “Cognitive and Emotional Engagement of Learning” and “Self-Efficiency” of Students Farhangian University of Isfahan. Educ Strateg Med Sci. 2014;7(4):229- 34. [Persian]
[26]Cole J, Logan TK, Walker R. Social exclusion, personal control ,self-regulation, and stress among substance abuse treatment clients. Drug Alcohol Depend. 2011;113(1):13-20.
[27]Pintrich PR, Degroot EV. Motivatinal self–regulated learning components of classroom academic performance. J Educ Psychol. 1990;82(1):33-40.