The Impact of College Students’ Motivation and Self-Regulation on Academic

Procrastination In Private Higher Education

THE IMPACT OF ACADEMIC PROCRASTINATION ON STUDENTS’ MOTIVATION

DURING DISTANCE LEARNING

TF:

Self-regulated learning (SRL) refers to the process a student engages in when she
takes responsibility for her own learning and applies herself to academic success
(Zimmerman, 2002).

A third feature of definitions of self-regulated learning is an indication of how and why

students choose to use a particular strategy or response. Because self-regulated
learning involves temporally delimited strategies or responses, students' efforts to
initiate and regulate them proactively require preparation time, vigilance, and effort.
Unless the outcomes of these efforts are sufficiently attractive, students will not be
motivated to self-regulate.

Systematic use of
metacognitive,
motivational
behavioral strategies

In terms of metacognitive processes, self-regulated learners plan, set goals, organize,

self-monitor, and self-evaluate at various points during the process of acquisition
(Corno, 1986, 1989; Ghatala, 1986; Pressley, Borkowski, OE Schneider, 1987).
In terms of motivational processes, these learners report high self-efficacy,
self[1]attributions, and intrinsic task interest (Borkowski et al., in press; Schunk, 1986;
Zimmerman, 1985)
To observers, they are self-starters who display extraordinary effort and persistence
during learning

In their behavioral processes, self-regulated learners select, structure, and create

environments that optimize learning (Henderson, 1986; Wang & Peverly, 1986;
Zimmerman 8 Martinez-Pons, 1986)

1. Motivation
Motivation is described as a process through which individuals instigate and sustain
goal-directed activity. Motivation is generally viewed as a process through which an
individual’s needs and desires are set in motion (Alexander & Murphy, 1998; Pintrich,
Marx, & Boyle, 1993)

2. Self-Regulation

Self-regulated learning is described as an active process whereby learners construct

goals for learning. Learners monitor, regulate, and control their cognition, motivation,
and behavior. They are guided and constrained by their own goals and the individual
characteristics of a particular learning environment (Wolters, Pintrich,Karabenick (2005).

3. Academic Procrastination

Academic Procrastination Shraw, Watkins, and Olafson (2007) define academic

procrastination as “intentionally delaying or deferring work that must be completed” (p.
12). Procrastination is actually the opposite of motivation – the lack of intention or
willingness to take action (Ryan & Deci, 2000).
Problem: Research indicates that procrastination adversely affects academic progress
because it limits both the quality and quantity of student work. Procrastination leads to a
number of negative results, including lower goal commitment, lower amount of time
allotted towards work (Morford, 2008), a decrease in course achievement (Akinsola,
Tella, & Tella, 2007), and a decrease in long-term learning (Schouwenburg, 1995).
Procrastination has also been correlated with lower levels of self-esteem (Harrington,
2005) and lower grades (Tuckman, 2002a; Tuckman, 2002b).

Data Analysis: Multiple Regression

Instruments:

Motivated Strategies for Learning Questionnaire. Intrinsic motivation and the self-
regulated learning strategy of effort regulation were assessed using appropriate
sections of the Motivated Strategies for Learning Questionnaire (MSLQ), a scale that
was developed from a social-cognitive perspective of motivation and self-regulated
learning (Pintrich et al., 1991). The MSLQ was designed to measure students’
motivation and selfregulated learning strategies relative to a specific course.

Procrastination Assessment Scale-Students. The Procrastination Assessment

Scale-Students (PASS) is the most widely used scale to measure academic
procrastination (Ferrari, Johnson, & McCown, 1995).

POSSIBLE QUESTIONS:
1. Why College Students

Studies show that approximately 80%–95% of college students engage in

procrastination to some degree, approximately 70% consider themselves to be
procrastinators, and approximately 50% say that they procrastinate in a consistent and
problematic manner.

2. How Are You Going To Test Your Variables

Motivated Strategies for Learning Questionnaire -includes self-regulation and motivation

Procrastination Assessment Scale-Students.

3. Why Is Self-regulated Learning (Srl) Your Tf

Because according to SRL it includes both self regulation and motivation of an
individual. If students are not motivation they cannot self-regulated.

We go back to motivational process of SRL

4. What Are The Variables Of Your Tf?

metacognitive,
motivational
behavioral strategies

5.. What Is Your Statistical Hypothesis?

Are College students ’ intrinsic motivation and use of effort regulation strategies
predictive of procrastination?

Are College students ’ intrinsic motivation and use of effort regulation strategies is not a
predictive of procrastination?

6. After Knowing The Association Between Your Variables, What Is Your Next Step?
.Specific strategies for encouraging effort regulation and intrinsic motivation For college
students should be presented

7. What Is Your Data Analysis?

Multiple Regression