Understanding Online Academic Procrastination From a Self-Regulated Learning Perspective

• In Event: AERA Poster Session 7
  In Poster Session: Learning Sciences Posters

Abstract

The present study aims to examine the relationships between perceptions of online learning environments, conscientiousness, motivational beliefs, and academic procrastination from a self-regulated learning perspective. One-hundred and sixty-nine undergraduate students enrolling in an online entomology course participate in the study. Using a behavioral indicator of academic procrastination extracted from online learning management system, the present study reveals that students’ perceptions of online learning environments, specifically in terms of technology usability, predict their academic self-efficacy, task value, and emotional cost.
Conscientiousness and emotional cost predict academic procrastination. Perceptions of technology usability is indirectly related to academic procrastination through students’ emotional cost. Online academic procrastination is a complex process involving the interplay between environment, personality traits, and motivational beliefs.

Authors

• Shonn Cheng, National Taipei University of Technology

• Kui Xie, The Ohio State University

• Sheng-Bo Chen, The Ohio State University - Columbus

• Mitchell Shortt, The Ohio State University - Columbus