The purpose of this study was to explore the relationship between active procrastination,
self-regulated learning and academic achievement. Participants included 108 undergraduate
students enrolled in a first-year elective course at a Canadian university. Students reported their
level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for
learning and performance, goal quality and self-reported goal attainment over the semester.
Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the
Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie,
1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly
positively related to academic achievement, (b) the ability to meet deadlines was the component
of active procrastination most related to SRL variables, and (c) self-reported goal attainment
accounted for the most variance in ability to meet deadlines score. Further research is needed to
explore the central role of ability to meet deadlines in active procrastination and the order in
which SRL variables, active procrastination and negative influence of procrastination predict
academic achievement. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3524 |
| Date | 30 August 2011 |
| Creators | Gendron, Amy Lilas |
| Contributors | Hadwin, Allyson |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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