Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students
| Autor: | Paul Sander, Salvatore Fadda, Martha Leticia Gaetha, Manuel Mariano Vera-Martínez, Jesús de la Fuente, Angélica Garzón-Umerenkova |
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| Rok vydání: | 2021 |
| Předmět: |
Academic behavioral confidence
Multivariate analysis media_common.quotation_subject lcsh:BF1-990 050109 social psychology Context (language use) Computer-assisted web interviewing structural equation modeling academic behavioral confidence Structural equation modeling theory of self-regulated learning vs. externally-regulated learning Developmental psychology university Educational support Degree program Psychology 0501 psychology and cognitive sciences Theory of self-regulated learning vs. externally-regulated learning General Psychology Original Research media_common University 05 social sciences Procrastination 050301 education Test (assessment) lcsh:Psychology Structural equation modelling procrastination 0503 education |
| Zdroj: | Digibug. Repositorio Institucional de la Universidad de Granada instname Digibug: Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) Frontiers in Psychology, Vol 12 (2021) Frontiers in Psychology |
| ISSN: | 1664-1078 |
| DOI: | 10.3389/fpsyg.2021.602904 |
| Popis: | 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. University of Navarra, Pamplona PGC2018-094672-B-I00 Ministry of Science, Innovation and Universities, Spain University of Almeria, Spain UAL18-SEJ-DO31-A-FEDER European Social Fund (ESF) |
| Databáze: | OpenAIRE |
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