The role of self-regulated learning in academic procrastination

Author/s Lucia Monacis, Valeria de Palo, Silvana Miceli, Maria Sinatra
Publishing Year 2017 Issue 2017/1 Language Italian
Pages 9 P. 48-56 File size 191 KB
DOI 10.3280/PSC2017-001005
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Among the various kinds of procrastination academic procrastination is one of the most investigated because of its negative effects on students’ performances. Considered as a type of self-regulatory failure, it has been further studied within a self-regulated learning framework. In order to provide more empirical evidence of the role played by self-regulated learning strategies in affecting academic procrastination, this research has examined in a sample of university students whether meta-cognitive control strategies and critical thinking explain variance in academic procrastination, beyond time management. The most predictive factor has resulted to be the difficulty in time management, followed by the difficulty in metacognitive self-regulation.

Keywords: Academic procrastination, self-regulated learning, metacognitive self-regulation, time management, critical thinking

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Lucia Monacis, Valeria de Palo, Silvana Miceli, Maria Sinatra, Il ruolo dell’apprendimento autoregolato nella procrastinazione accademica in "PSICOLOGIA DI COMUNITA’" 1/2017, pp 48-56, DOI: 10.3280/PSC2017-001005