{"title":"Why college students procrastinate in online courses: A self-regulated learning perspective","authors":"Sheng-Lun Cheng , Kui Xie","doi":"10.1016/j.iheduc.2021.100807","DOIUrl":null,"url":null,"abstract":"<div><p>The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value<span> and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"50 ","pages":"Article 100807"},"PeriodicalIF":6.4000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100807","citationCount":"26","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751621000166","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 26
Abstract
The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.
期刊介绍：
The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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