International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2019, Vol. 10(3) 98-109

Pre-service teacher’s self-regulated learning, active procrastination and goal orientation: A path analysis

Jeyavel Sundaramoorthy

pp. 98 - 109   |  Manu. Number: MANU-1812-12-0001

Published online: September 30, 2019  |   Number of Views: 201  |  Number of Download: 613


Abstract

Increasing competition of modern day has evolved as a threat to students’ academic achievement. When students postpone some actions to future, they involve in procrastination. Researchers have viewed procrastination as a common impediment of academic achievement and wellbeing of students (Steel, 2007).  Procrastination can be defined as “a trait or behavioural disposition or delay in performing a task or making decisions” (Milgram et al., 1998; Haycock et al., 1998; Kachgal et al., 2001). Contrasting to this, active procrastination is “an intentional decision to procrastinate in order to cope and focus on to the task at hand and experience performance pressure”.  What is the student’s awareness about their own learning; are they becoming master of this and are they trying for lifelong learning. These are the few questions before today’s students, which are answered by self-regulated learning (Jeyavel & Kadhiravan, 2013). Another important motivational variable under research in the past decade is goal orientation. It is one’s goal preference in achievement setting.  It can be expected that motivated students won’t entertain in procrastination.  This study made an attempt to find out the impact of pre-service teachers’ goal orientation and self-regulated learning on their active procrastination. 145 students (72 males, 73 females) studying in two colleges of Education in Kalaburagi city, Karnataka state, India are the sample of this study. Structural Equation Modeling (SEM) was executed through AMOS software. The findings were analyzed based on the hypothesized structural model with good model fit and  revealed that active procrastination and performance avoidance orientation are the negative predictor of pre-service teachers’ organizing and transforming SRL strategy and their environmental structuring. Whereas, active procrastination and learning orientation have predicted positively organizing and transforming SRL strategy and environmental structuring.

Keywords: Active procrastination self-regulated learning strategy use, performance orientation, environmental structuring, organizing and transforming


How to Cite this Article?

APA 6th edition
Sundaramoorthy, J. (2019). Pre-service teacher’s self-regulated learning, active procrastination and goal orientation: A path analysis . International Journal of Research in Teacher Education, 10(3), 98-109.

Harvard
Sundaramoorthy, J. (2019). Pre-service teacher’s self-regulated learning, active procrastination and goal orientation: A path analysis . International Journal of Research in Teacher Education, 10(3), pp. 98-109.

Chicago 16th edition
Sundaramoorthy, Jeyavel (2019). "Pre-service teacher’s self-regulated learning, active procrastination and goal orientation: A path analysis ". International Journal of Research in Teacher Education 10 (3):98-109.

References
  1. Choi, J. N., & Moran, S.V. (2009). Why not procrastinate? Development and validation   of a   new active procrastination scale. Journal of Social Psychology, 149, 195-211. [Google Scholar]
  2. Chu, A.H.C., & Choi, J.N.  (2005).  Rethinking procrastination:  Positive effects of “active” procrastination behaviour on attitudes and performance. Journal of Social Psychology, 145,245–264. [Google Scholar]
  3. DeWall, C.N., Baumeister, R.F., & Vohs, K.D. (2008). Satiated with belongingness? Effects of acceptance, rejection, and task framing on self-regulatory performance. Journal of Personality and Social Psychology, 95, 1367-1382. [Google Scholar]
  4. Dewitte,  S.,  &  Schouwenburg,  H.C.  (2002).  Procrastination,  temptations,  and  incentives: The  struggle  between  the  present  and  the  future  in  procrastinators  and  the  punctual. European Journal of Personality, 16, 469–489. [Google Scholar]
  5. Dignath, C., Buettner, G., Langfeldt, H.  (2008). How can primary school students learn self-regulated learning strategies most effectively?  A meta-analysis on self-regulation training programmes.  Educational Psychology Review, 3, 101 – 129. [Google Scholar]
  6. Ferrari,  J.R.  (1994).  Dysfunctional  procrastination  and  its  relationship  with  self-esteem, interpersonal dependency, and self-defeating behaviours. Personality and Individual Differences, 17, 673–679. [Google Scholar]
  7. 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. [Google Scholar]
  8. Ferrari,  J.R.,  O’Callaghan,  J.,  &  Newbegin,  I.  (2005).  Prevalence  of  procrastination  in  the United  States,  United  Kingdom,  and  Australia:  Arousal  and  avoidance  delays  among adults. North American Journal of Psychology, 7, 1–6. [Google Scholar]
  9. Ferrari, J.R., & Scher, S.J. (2000). Toward an understanding of academic and non-academic tasks procrastinated by students:  The use of daily logs.  Psychology in the Schools, 37, 359–366. [Google Scholar]
  10. Field, A. P. (2009). Discovering statistics using SPSS: (and sex and drugs and rock 'n' roll). Los Angeles [i.e. Thousand Oaks, Calif.]. SAGE Publications. [Google Scholar]
  11. Fuchs, L. S., Fuchs, D., Prentice, K., Bruch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003).  Enhancing third-grade students’ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95, 306-315. [Google Scholar]
  12. Gordon, S.C., Dembo, M.H., & Hocevar, D. (2007). Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology? Teaching and Teacher Education, 23, 36-46. [Google Scholar]
  13. Hadwin, A.F. (2008). Self-regulated learning. In T.L. Good (Ed.), 21 st century education: A   reference handbook (pp. 175-183). Thousand Oaks, CA: Sage Publications. [Google Scholar]
  14. Howell, A.J., Watson, D.C., Powell, R.A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioural postponement. Personality and Individual Differences, 40, 1519–1530. [Google Scholar]
  15. Jeyavel, S. & Kadhiravan, S. (2013). “The Predictive role of family environment and goal orientation on students’ Self-Regulated Learning”.  International Journal of Psychology and Education, 1 (3), 104-112.  [Google Scholar]
  16. Jeyavel, S. & Kadhiravan, S. (2014). “Impact of Family Environment on Adolescents’ Goal Orientation”.  International Journal of Management and Social Science Review, 1 (2), 204-208.  [Google Scholar]
  17. Jeyavel, S. & Kadhiravan, S. (2015). “Enhancing Self-regulated learning among adolescents”. International Journal of Scientific Research.  4 (6), 452-455. [Google Scholar]
  18. Jeyavel, S. (2013). “College Students’ Test Anxiety and Self-regulation”. Periyar University Journal of Psychology, Vol.1, 74-77. [Google Scholar]
  19. Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Developmental Education, 25, 14-24. [Google Scholar]
  20. Kadhiravan, S. (1999). Effectiveness of computer assisted instruction in relation to students’ use of self-regulated learning strategies. Unpublished Ph.D. Dissertation, Bharathiar University, Coimbatore. [Google Scholar]
  21. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of    undergraduates: Low self-efficacy to self-regulate predicts higher levels of   procrastination. Contemporary Educational Psychology, 33, 915-931.  [Google Scholar]
  22. Klassen, R.M., Ang, R.P., Chong, W.H., Krawchuk, L.L., Huan, V.S., Wong, I.Y.F., & Yeo, L.S.   (2010). Academic procrastination in two settings: Motivation correlates, behavioural patterns, and negative impact of procrastination in Canada and Singapore. Applied   Psychology: An International Review, 59(3), 361-379. [Google Scholar]
  23. Lay,  C.H.,  &  Schouwenburg,  H.C.  (1993).  Trait procrastination, time management, and academic behaviour. Journal of Social Behaviour and Personality, 8, 647–662. [Google Scholar]
  24. Lay, C. H. (1987). A modal profile analysis of procrastinators: A search for types* 1.   Personality and Individual Differences, 8(5), 705-714.  [Google Scholar]
  25. Lay, C. H. (1988). ‘The relation of procrastination and optimism to judgements of time to complete an essay and anticipation of setbacks’, Journal of Social Behaviour and Personality,3: 201–214. [Google Scholar]
  26. Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. Journal of Genetic Psychology, 166, 5–14. [Google Scholar]
  27. 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). San   Diego, CA: Academic Press. [Google Scholar]
  28. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college   classroom. In: Maehr, M., and Pintrich, P. R. (eds.), Advances in Motivation and Achievement, (vol. 7), JAI Press, Greenwich, CT. [Google Scholar]
  29. Pintrich, P. R., D. A. F. Smith, T. Garcia, and W. J. McKeachie. (1993). Reliability and predictive validity  of  the  Motivated  Strategies  for  Learning  Questionnaire  (MSLQ).  Educational  and Psychological Measurement, 53, 801-813. [Google Scholar]
  30. Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of procrastination. Journal of Educational Psychology, 99, 12–25. [Google Scholar]
  31. Schunk, D.H. & Zimmerman, B.J. (2003). Self regulation and learning. Handbook of Psychology, 7, 59-78. [Google Scholar]
  32. Steel  P  (2007).  The  nature  of  procrastination:  A  Meta-Analytic  and theoretical  review  of  quintessential  self-regulatory  failure.  Psychological Bulletin, 133(1): 65-94. [Google Scholar]
  33. Tan, C. X., Ang, R. P., Klassen, R. M., Yeo, L. S., Wong, I. Y. F., Huan, V. S., et al. (2008).   Correlates of academic procrastination and students’ grade goals. Current  Psychology,   27(2), 135-144. [Google Scholar]
  34. Taura, Abdullah, Roslan, Omar (2014). An Examination of Pre-Service Teachers’ Goal Orientations, Self-Regulation and Active Procrastination.  Life Science Journal, 11(10), 71-81.  [Google Scholar]
  35. Van  Eerde,  W.  (2003).  A  meta-analytically  derived  nomological  network  of  procrastination.  Personality and Individual Differences, 30, 149–158. [Google Scholar]
  36. Wolters, C.A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179–187. [Google Scholar]
  37. Wolters, C.A. (2011). Regulation of Motivation: Contextual and social aspects. Teachers college records. 113(2), 265-283. [Google Scholar]
  38. Writh, J., & Leutner, D., (2008). self-regulated learning as a competence: Implications of theoretical models for assessment methods. Zeithschrift fur Psychologie, 216, 102-110. [Google Scholar]
  39. Zimmerman,  B.  J.,  &  Schunk,  D.  H.  (2001).  Self-regulated  learning  and  academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum. [Google Scholar]
  40. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis  of  exemplary  instructional  models.  In  D.  H.  Schunk  &  B.  J.  Zimmerman (Eds.),  Self-regulated  learning:  From  teaching  to  self-reflective  practice  (pp.  1–19). New York: Guilford Press. [Google Scholar]