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Abstract
The purpose of this study is to investigate the relationship between the two types of academic procrastination (passive and active) and self- regulated learning. Data was collected from 135 students of Educational Psychology class at the College of Education in Majmaah University. For the purpose of data collection, the researcher used the Short Form of the Academic Procrastination Scale, the Active Procrastination Scale, and The Self- Regulated Learning Strategies Scale. The findings indicated that most self-regulated learning strategies were negatively related to passive procrastination, and that most self-regulated learning strategies were not related to active procrastination. Moreover, some self-regulated learning strategies can predict passive procrastination, but not the active one.
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References
- أبو غزال، معاوية (2012). التسويف الأكاديمي: انتشاره وأسبابه من وجهة نظر الطلبة الجامعيين. المجلة الاردنية في العلوم التربوية، 8(2)، 131-149.
- أحمد، محسن(2013). المماطلة الأكاديمية: معدلات الانتشار والأسباب المدركة ودور أساليب المعاملة الوالدية لدى عينة من طلاب الجامعة السعوديين. حوليات مركز البحوث والدراسات النفسية، كلية الآداب، جامعة القاهرة، 9(2)، 12-29.
- أحمد، هيثم محمد، وأبو دنيا، ناديه عبده، وعبدالمعطي، محمد السيد (2016). العلاقة بين استراتيجيات التعلم المنظم ذاتيا والكفاءة الذاتية المدركة لدى طلاب السنة التحضيرية جامعة الملك سعود، دراسات عربية في التربية وعلم النفس- السعودية، 73، 219- 252.
- الحسينان، ابراهيم عبدالله (2010). استراتيجيات التعلم المنظم ذاتياً في ضوء نموذج بينتريش وعلاقتها بالتحصيل والتخصص والمستوى الدراسي والأسلوب المفضل للتعلم. رسالة دكتوراه غير منشورة، جامعة الامام محمد بن سعود الاسلامية، الرياض.
- رشوان، ربيع عبد أحمد (2006). التعلم المنظم ذاتياً وتوجهات أهداف الانجاز- نماذج ودراسات معاصرة. القاهرة، دار عالم الكتب.
- السرحان، محمد ذياب مرجي(2016). الكفاءة الذاتية ودافعية الانجاز والتعلم المنظم ذاتيا كمتنبئات بالتسويف الاكاديمي لدى طلبة جامعة آل البيت. رسالة دكتوراه غير منشورة. جامعة اليرموك، الأردن.
- السرحان، محمد ذياب؛ وصوالحة، محمد أحمد (2017). التسويف الأكاديمي وعلاقته بالتعلم المنظم ذاتيا لدى طلبة جامعة آل البيت، مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية. 5(17)، 161-172.
- عطاء الله، مصطفى خليل محمود(2017). التسويف الأكاديمي وعلاقته بالتوجهات الدافعية-الداخلية والخارجية- والثقة بالنفس لدى طلاب كلية التربية. مجلة كلية التربية: جامعة أسيوط - كلية التربية 33(2)، 157 - 195.
- Aitken, M. (1982). A personality profile of the college student procrastinator. Unpublished doctoral dissertation, University of Pittsburgh.
- Calano, J. & Harrington, N.(2007).The perceived credibility two rational- emotive behavior and Academic procrastinate. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(3), 191-211.
- Cao, L. (2012a). Examining ‘active’ procrastination from a self-regulated learning perspective. Educational Psychology, 32 (4), 515-545.
- Cao, L. (2012b). Differences in procrastination and motivation between undergraduate and graduate students. Journal of the Scholarship of Teaching and Learning, 12(2), 39-64.
- Choi, J., & Moran, S. (2009). Why Not Procrastinate? Development and Validation of a New Active Procrastination Scale. Journal of Social Psychology, 149(2), 195-212.
- Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behaviour on attitudes and performance. The Journal of Social Psychology, 145, 245–264.
- Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602-606.
- Ferrari, J. R. (1991). Procrastination and project creation: choosing easy, nondiagnostic items to avoid selfrelevant information. Journal of Social Behaviour & Personality, 6, 619-628.
- Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure”. European Journal of Personality, 15, 391–406. doi:10.1002/per.413.
- Gendorn, A. L. (2011). Active Procrastination, Self-Regulated Learning and Academic Achievement in University Undergraduates, Unpublished master thesis, University of Victoria.
- Harriott, J., & Ferrari, J. (1996). Prevalence of procrastination among samples of adults. Psychological Reports, 78, 611–616.
- Klassen, R., Krawchuk, L. & Rajani, S. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
- Kim, E., & Seo, E.(2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: An international journal, 41, 1099-1114.
- Knaus, W. J. (2000). Procrastination, blame, and change. Journal of Social Behavior and Personality, 15, 153–166.
- Lee, E. (2005). The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students. The Journal of Genetic Psychology, 166 (1), 5-14.
- Li San, Y., Roslan, S., & Sabouripour, F. (2016). Relationship between Self-Regulated Learning and Academic Procrastination. American Journal of Applied Sciences, 13 (4): 459.466 .
- MacIntyre, P. (1964). Dynamic treatment of passive-aggressive underachiever. American Journal of Psychotherapy, 18, 95-108.
- Özer, B. U. (2011). A Cross Sectional Study on Procrastination: Who Procrastinate More? 2011 International Conference on Education, Research and Innovation, IPEDR, 18, 34-37.
- Park, S., & Sperling, R.(2012). Academic Procrastinators and Their Self-Regulation. Scientific Research, 3 (1). 12-23.
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). New York: Academic Press.
- Rakes, G. & Dunn, K. (2010), The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination, Journal of Interactive online learning, 9(1), 78-93.
- Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394. doi:10.1037//0022-0167.33.4.387.
- Schraw, G., Wadkins, T., & Olafson L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
- Schunk , D. H. (2004) : learning Theories: An Educational Perspective,4th. Ed, New Jersey.
- Senecal, C., Koestner, R. &Vallerand, R. (1995). Self- Regulation and Academic Procrastination, The Journal of Social Psychology, 135(5), 607-619.
- Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality, 41(5), 777-786.
- Shin, E. J., & Goh, J. K. (2011). The relations between active-passive procrastination behaviour and self-regulated learning strategies. Korean Journal of Educational Science, 42, 25-47.
- Silver, M. (1974). Procrastination. Centerpoint, 1, 49-54.
- Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
- Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
- Szalavitz, M. (2003). Stand and deliver. Psychology Today, 36 (4), 50-53.
- Taura, A., Roslan, M. C., & Omar, Z. (2014). Self-Regulation as a Mediator in the Relationship between Self-Efficacy, Task Value and Active Procrastination. International Journal of Humanities and Social Science, 4 (9), 293-301.
- Tuckman, B. W. & Sexton, T.L. (1989). The effect of feedback or procrastination, Paper given at the meeting of the American Psychological Association. New Orleans, LA.
- Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473- 480.
- Wolters, C. A. (2003). Understanding procrastination from a self- regulated learning perspective. Journal of Educational Psychology, 95, 179–187.
- Wolters. C.. Pintrich. P. R. & Karabenick. S. A. (2003). Assessing Academic Self-regulated Learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions. Measures. and Prospective Validity. Sponsored by ChildTrends. National Institutes of Health.
- Yockey, (2016). Validation of the Short Form of the Academic Procrastination Scale. Psychological Reports, 118 (1) 171–179.
- Zimmerman, B. J. (2001). Achieving academic excellence: A self-regulatory perspective. In M. Ferrari (Ed). The pursuit of excellence through education (pp. 85-110). Mahwah, NJ: Erlbaum.
- Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41 ( 2 ), 64 – 70.
References
أبو غزال، معاوية (2012). التسويف الأكاديمي: انتشاره وأسبابه من وجهة نظر الطلبة الجامعيين. المجلة الاردنية في العلوم التربوية، 8(2)، 131-149.
أحمد، محسن(2013). المماطلة الأكاديمية: معدلات الانتشار والأسباب المدركة ودور أساليب المعاملة الوالدية لدى عينة من طلاب الجامعة السعوديين. حوليات مركز البحوث والدراسات النفسية، كلية الآداب، جامعة القاهرة، 9(2)، 12-29.
أحمد، هيثم محمد، وأبو دنيا، ناديه عبده، وعبدالمعطي، محمد السيد (2016). العلاقة بين استراتيجيات التعلم المنظم ذاتيا والكفاءة الذاتية المدركة لدى طلاب السنة التحضيرية جامعة الملك سعود، دراسات عربية في التربية وعلم النفس- السعودية، 73، 219- 252.
الحسينان، ابراهيم عبدالله (2010). استراتيجيات التعلم المنظم ذاتياً في ضوء نموذج بينتريش وعلاقتها بالتحصيل والتخصص والمستوى الدراسي والأسلوب المفضل للتعلم. رسالة دكتوراه غير منشورة، جامعة الامام محمد بن سعود الاسلامية، الرياض.
رشوان، ربيع عبد أحمد (2006). التعلم المنظم ذاتياً وتوجهات أهداف الانجاز- نماذج ودراسات معاصرة. القاهرة، دار عالم الكتب.
السرحان، محمد ذياب مرجي(2016). الكفاءة الذاتية ودافعية الانجاز والتعلم المنظم ذاتيا كمتنبئات بالتسويف الاكاديمي لدى طلبة جامعة آل البيت. رسالة دكتوراه غير منشورة. جامعة اليرموك، الأردن.
السرحان، محمد ذياب؛ وصوالحة، محمد أحمد (2017). التسويف الأكاديمي وعلاقته بالتعلم المنظم ذاتيا لدى طلبة جامعة آل البيت، مجلة جامعة القدس المفتوحة للأبحاث والدراسات التربوية والنفسية. 5(17)، 161-172.
عطاء الله، مصطفى خليل محمود(2017). التسويف الأكاديمي وعلاقته بالتوجهات الدافعية-الداخلية والخارجية- والثقة بالنفس لدى طلاب كلية التربية. مجلة كلية التربية: جامعة أسيوط - كلية التربية 33(2)، 157 - 195.
Aitken, M. (1982). A personality profile of the college student procrastinator. Unpublished doctoral dissertation, University of Pittsburgh.
Calano, J. & Harrington, N.(2007).The perceived credibility two rational- emotive behavior and Academic procrastinate. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(3), 191-211.
Cao, L. (2012a). Examining ‘active’ procrastination from a self-regulated learning perspective. Educational Psychology, 32 (4), 515-545.
Cao, L. (2012b). Differences in procrastination and motivation between undergraduate and graduate students. Journal of the Scholarship of Teaching and Learning, 12(2), 39-64.
Choi, J., & Moran, S. (2009). Why Not Procrastinate? Development and Validation of a New Active Procrastination Scale. Journal of Social Psychology, 149(2), 195-212.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of active procrastination behaviour on attitudes and performance. The Journal of Social Psychology, 145, 245–264.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602-606.
Ferrari, J. R. (1991). Procrastination and project creation: choosing easy, nondiagnostic items to avoid selfrelevant information. Journal of Social Behaviour & Personality, 6, 619-628.
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on “working best under pressure”. European Journal of Personality, 15, 391–406. doi:10.1002/per.413.
Gendorn, A. L. (2011). Active Procrastination, Self-Regulated Learning and Academic Achievement in University Undergraduates, Unpublished master thesis, University of Victoria.
Harriott, J., & Ferrari, J. (1996). Prevalence of procrastination among samples of adults. Psychological Reports, 78, 611–616.
Klassen, R., Krawchuk, L. & Rajani, S. (2008). Academic procrastination of undergraduates: low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
Kim, E., & Seo, E.(2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: An international journal, 41, 1099-1114.
Knaus, W. J. (2000). Procrastination, blame, and change. Journal of Social Behavior and Personality, 15, 153–166.
Lee, E. (2005). The Relationship of Motivation and Flow Experience to Academic Procrastination in University Students. The Journal of Genetic Psychology, 166 (1), 5-14.
Li San, Y., Roslan, S., & Sabouripour, F. (2016). Relationship between Self-Regulated Learning and Academic Procrastination. American Journal of Applied Sciences, 13 (4): 459.466 .
MacIntyre, P. (1964). Dynamic treatment of passive-aggressive underachiever. American Journal of Psychotherapy, 18, 95-108.
Özer, B. U. (2011). A Cross Sectional Study on Procrastination: Who Procrastinate More? 2011 International Conference on Education, Research and Innovation, IPEDR, 18, 34-37.
Park, S., & Sperling, R.(2012). Academic Procrastinators and Their Self-Regulation. Scientific Research, 3 (1). 12-23.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). New York: Academic Press.
Rakes, G. & Dunn, K. (2010), The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination, Journal of Interactive online learning, 9(1), 78-93.
Rothblum, E. D., Solomon, L. J., & Murakami, J. (1986). Affective, cognitive, and behavioral differences between high and low procrastinators. Journal of Counseling Psychology, 33(4), 387–394. doi:10.1037//0022-0167.33.4.387.
Schraw, G., Wadkins, T., & Olafson L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12-25.
Schunk , D. H. (2004) : learning Theories: An Educational Perspective,4th. Ed, New Jersey.
Senecal, C., Koestner, R. &Vallerand, R. (1995). Self- Regulation and Academic Procrastination, The Journal of Social Psychology, 135(5), 607-619.
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality, 41(5), 777-786.
Shin, E. J., & Goh, J. K. (2011). The relations between active-passive procrastination behaviour and self-regulated learning strategies. Korean Journal of Educational Science, 42, 25-47.
Silver, M. (1974). Procrastination. Centerpoint, 1, 49-54.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Szalavitz, M. (2003). Stand and deliver. Psychology Today, 36 (4), 50-53.
Taura, A., Roslan, M. C., & Omar, Z. (2014). Self-Regulation as a Mediator in the Relationship between Self-Efficacy, Task Value and Active Procrastination. International Journal of Humanities and Social Science, 4 (9), 293-301.
Tuckman, B. W. & Sexton, T.L. (1989). The effect of feedback or procrastination, Paper given at the meeting of the American Psychological Association. New Orleans, LA.
Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473- 480.
Wolters, C. A. (2003). Understanding procrastination from a self- regulated learning perspective. Journal of Educational Psychology, 95, 179–187.
Wolters. C.. Pintrich. P. R. & Karabenick. S. A. (2003). Assessing Academic Self-regulated Learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions. Measures. and Prospective Validity. Sponsored by ChildTrends. National Institutes of Health.
Yockey, (2016). Validation of the Short Form of the Academic Procrastination Scale. Psychological Reports, 118 (1) 171–179.
Zimmerman, B. J. (2001). Achieving academic excellence: A self-regulatory perspective. In M. Ferrari (Ed). The pursuit of excellence through education (pp. 85-110). Mahwah, NJ: Erlbaum.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41 ( 2 ), 64 – 70.