Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China

Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China

<p>Self-regulated learning is an active learning process including strategy use, meta meta- cognition, and motivation. Self Self-regulation failure is the core problem of academic</p><p>procrastination, which seriously threatens academic success. This resear...

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Main Author: Xue, Tao
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Language:eng
Published: 2023
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=10569
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Xue, Tao
Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
description <p>Self-regulated learning is an active learning process including strategy use, meta meta- cognition, and motivation. Self Self-regulation failure is the core problem of academic</p><p>procrastination, which seriously threatens academic success. This research aims to</p><p>study t he direct effects of self self-regulated strategies on academic procrastination and</p><p>academic success among undergraduate students. It also investigated the mediation</p><p>effect of academic procrastination on meta meta-cognitive strategies, time management,</p><p>effort regula tion, and students academic success. A fully quantitative study was</p><p>conducted, and a questionnaire survey which includes Tuckman Procrastination Scale,</p><p>the Motivated Strategies for Learning Questionnaire, and the School Connectedness</p><p>Scale was conducted a mong 239 university students who learn English as a foreign</p><p>language. To explore the direct effects and indirect effects of time management, effort</p><p>regulation, meta meta-cognitive self self-regulation, academic procrastination, and academic</p><p>success, AMOS structural equation mode modeling was adopted to analyze the data, and 10</p><p>hypotheses were tested. The results showed that there exists a significant positive</p><p>relationship between meta meta-cognitive strategies and academic success. Learning</p><p>strategies like effort regulation, m etaeta-cognitive strategies, and time management are</p><p>associated with academic procrastination negatively, and academic procrastination is</p><p>related to academic success negatively. Time management and effort regulation do not</p><p>relate to academic success. The medi ation effects showed that Effort regulation and</p><p>time management have a significant posit ive indirect effect on student students academic</p><p>success by mediating academic procrastination, and academic procrastination does not</p><p>mediate the relationship between meta meta-cog nitive strategies and students academic</p><p>success. The application of effective self self-regulated strategies and the reduction of</p><p>academic procrastination can pr omote academic success among university EFL</p><p>students. The implications of this study can help educa tors or teachers to instruct</p><p>students to apply self self-regulated learning strategies and models to English learning</p><p>properly. For English learners, the better strategies they use, the less academic</p><p>procrastination, and the better academic success they achieve achieved.</p>
format thesis
qualification_name
qualification_level Doctorate
author Xue, Tao
author_facet Xue, Tao
author_sort Xue, Tao
title Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
title_short Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
title_full Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
title_fullStr Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
title_full_unstemmed Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China
title_sort effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates english learners in china
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=10569
_version_ 1804890572387778560
spelling oai:ir.upsi.edu.my:105692024-07-09 Effects of using self-regulated learning strategies on academic procrastination and academic success among undergraduates English learners in China 2023 Xue, Tao LB Theory and practice of education <p>Self-regulated learning is an active learning process including strategy use, meta meta- cognition, and motivation. Self Self-regulation failure is the core problem of academic</p><p>procrastination, which seriously threatens academic success. This research aims to</p><p>study t he direct effects of self self-regulated strategies on academic procrastination and</p><p>academic success among undergraduate students. It also investigated the mediation</p><p>effect of academic procrastination on meta meta-cognitive strategies, time management,</p><p>effort regula tion, and students academic success. A fully quantitative study was</p><p>conducted, and a questionnaire survey which includes Tuckman Procrastination Scale,</p><p>the Motivated Strategies for Learning Questionnaire, and the School Connectedness</p><p>Scale was conducted a mong 239 university students who learn English as a foreign</p><p>language. To explore the direct effects and indirect effects of time management, effort</p><p>regulation, meta meta-cognitive self self-regulation, academic procrastination, and academic</p><p>success, AMOS structural equation mode modeling was adopted to analyze the data, and 10</p><p>hypotheses were tested. The results showed that there exists a significant positive</p><p>relationship between meta meta-cognitive strategies and academic success. Learning</p><p>strategies like effort regulation, m etaeta-cognitive strategies, and time management are</p><p>associated with academic procrastination negatively, and academic procrastination is</p><p>related to academic success negatively. Time management and effort regulation do not</p><p>relate to academic success. The medi ation effects showed that Effort regulation and</p><p>time management have a significant posit ive indirect effect on student students academic</p><p>success by mediating academic procrastination, and academic procrastination does not</p><p>mediate the relationship between meta meta-cog nitive strategies and students academic</p><p>success. The application of effective self self-regulated strategies and the reduction of</p><p>academic procrastination can pr omote academic success among university EFL</p><p>students. The implications of this study can help educa tors or teachers to instruct</p><p>students to apply self self-regulated learning strategies and models to English learning</p><p>properly. For English learners, the better strategies they use, the less academic</p><p>procrastination, and the better academic success they achieve achieved.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10569 https://ir.upsi.edu.my/detailsg.php?det=10569 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Abd-Elmotaleb, M., & Saha, S. (2013). The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance. Journal of Education & Learning, 2(3), 117-129. https://doi.org/10.5539/jel.v2n3p117</p><p></p><p></p><p>Abdi Zarrin, S., & Gracia, E. (2020). Prediction of Academic Procrastination by Fear of Failure and Self-Regulation. Educational Sciences: Theory and Practice, 20(3), 34-43.</p><p></p><p>Acuff, S. F., Soltis, K. E., Dennhardt, A. A., Borsari, B., Martens, M. P., & Murphy, J. G. (2017, Oct). Future So Bright? 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