The Effects of Multimedia Procrastination-Avoidance Training on STEM Undergraduates’ Self-Beliefs, Learning Behaviors, and Achievement

• In Event: Reducing Psychological Barriers to Effective Self-Regulated Learning in STEM

Abstract

Background
Undergraduates struggle to manage their time and workload (11) and these challenges are compounded when courses involve beneficial but challenging active learning designs (12, 13). Such courses require that learners maintain adherence to a semester-long series of modules containing digital content and interactive learning activities. Multimedia training programs that promote self-regulation and use of learning strategies show promise in improving undergraduates’ skillfulness, learning, and achievement (14). Of the topics training can address, procrastination and time management are among the top challenges students report (15). We tested the benefits of training to address procrastination against alternate conditions including cognitive learning strategy training or enrichment modules on biology course topics, examining how these three strategies may benefit undergraduate learning differently.
Aims
Training designs included two modules, each containing instructional videos and subsequent interactive materials that students could use to actively engage with video content, answer questions, and receive feedback. This design aligns with principles for multimedia learning (16), models of active learning (12), and psychological theories of learning (e.g., retrieval practice, feedback, self-explanation, 17). We hypothesized that Procrastination training would positively influence self-reported time management and procrastination tendencies and dimensions of self-efficacy for self-regulated learning, as well as timely submission and performance on assignments compared to training focused on study Strategies or Biology-focused activities.
Methods
Students (N=272 of 391 enrolled after withdrawal deadline; 70%) consented to be randomized and were placed in Procrastination (n=98), Strategies (n=98, or Biology enrichment modules (n=76). Groups received modules in the final course unit and completers (76% of enrolled and consented) earned credit towards participation grades. After training, students completed four more active learning modules corresponding to Biology chapters in Unit 4. Completing modules required timely submission of pre- and post-lecture homework assignments. An end-of-semester self-report survey on learners’ beliefs and tendencies was administered after Unit 4, prior to a cumulative final exam.
Results
Descriptive statistics including mean differences and effect sizes on all hypothesized dependent variables appear in Table 1 and 2. Procrastination training had practically significant positive effects on multiple variables including on-time homework submissions and points conferred towards final grade, and these submission differences were increasingly statistically detectable on later homework assignments (Figure 5). Self-reported procrastination, time management, and learning strategy variables did not differ at statistically detectable levels across groups, who achieved course grades with a pattern of practical effects favoring Procrastination over other conditions on performance variables (ds = .26; ⅓ letter grade). Ongoing analyses of digital learning event data will provide an elaborated set of variables describing procrastination behavior (onset & distribution of homework effort; Authors, Date3).
Significance
Procrastination-focused training showed modest but promising effects on active learning, which were stronger in later modules. This could be consistent either with a diathesis-stress model as stress increases at the end of the semester (18) or requiring time to confer benefits. Future testing might investigate optimal intervention timing.

Authors

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Hannah Snyder, Brandeis University

• Christy Strong, University of Nevada - Las Vegas

• Jenifer Utz, University of Nevada - Las Vegas

• Kathryn Rafferty, University of Nevada - Las Vegas

• Robert D Plumley, University of North Carolina - Chapel Hill

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas

• Akira Miyake, University of Colorado