Abstract
This research investigates the relationship between self-regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first-grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on participants’ self-regulated learning awareness, academic behavior awareness for procrastination, and a datalog on the timeliness of their report submissions to quantify learning behaviors. Participants answered both pre- and post-class questionnaires. As regards learning behaviors, report and 1-min paper submission time values were collected using the learning management system. The results revealed that internal value, self-regulation, and procrastination are fundamental elements that enhance the awareness of time management for planned learning. Positive time management awareness promotes the submission of the 1-min paper report within the deadline and of the regular report early.
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Acknowledgments
This study is funded by Japan Society for the Promotion of Science (JSPS) (Grant Number: 15H02935).
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Appendices
Appendix 1: Motivational strategies for learning questionnaire (Pintrich and DeGroot 1990)
Factor | Item |
|---|---|
Self-efficacy | Compared with other students in this class, I expect to do well |
I’m certain I can understand the ideas taught in this course | |
I expect to do very well in this class | |
Compared with others in this class, I think I’m a good student | |
I am sure I can do an excellent job on the problems and tasks assigned for this class | |
I think I will receive a good grade in this class | |
My study skills are excellent compared with other students in this class | |
Compared with other students in this class, I think I know a great deal about the subject | |
I know that I will be able to learn the material for this class | |
Intrinsic value | I prefer coursework that is challenging so I can learn new things |
It is important for me to learn what is being taught in this class | |
I like what I am learning in this class | |
I think I will be able to use what I learn in this class in other classes | |
I often choose paper topics I will learn something from even if they require more work | |
Even when I do poorly on a test, I try to learn from my mistakes | |
I think that what I am learning in this class is useful for me to know | |
I think that what we are learning in this class is interesting | |
Understanding this subject is important to me | |
Test anxiety | I am so nervous during a test that I cannot remember facts I have learned |
I have an uneasy, upset feeling when I take a test | |
I worry a great deal about tests | |
When I take a test, I think about how poorly I am doing | |
Cognitive strategy use | When I study for a test, I try to put together the information from class and from the textbooks |
When I do my homework, I try to remember what the teacher said in class so I can answer the questions correctly | |
It is hard for me to decide what the main ideas are in what I read (R) | |
When I study, I put important ideas into my own words | |
I always try to understand what the teacher is saying even if it doesn’t make sense | |
When I study for a test, I try to remember as many facts as I can | |
When studying, I copy my notes to help me remember the material | |
When I study for a test, I practice saying the important facts over and over to myself | |
I use what I have learned from old homework assignments and the textbook to complete new assignments | |
When I am studying a topic, I try to make everything fit together | |
When I read materials for this class, I say the words over and over to myself to help me remember | |
I outline the chapters in my book to help me study | |
When reading, I try to connect the things I am reading about with what I already know | |
Self-regulation | I ask myself questions to make sure I know the material I have been studying |
When work is hard, I either give up or study only the easy parts (R) | |
I work on practice exercises and answer end-of-chapter questions even when I don’t have to | |
Even when the study materials are dull and uninteresting, I keep working until I finish | |
Before I begin studying, I think about the things I will need to do to learn | |
I often find that I have been reading for class but don’t know what it is all about (R) | |
I find that when the teacher is talking, I think of other things and don’t really listen to what is being said (R) | |
When I’m reading, I stop once in a while and go over what I have read | |
I work hard to get a good grade even when I don’t like a class |
Appendix 2: 2 × 2 measure of the time-related academic behavior scale (Strunk et al. 2013)
Factor | Item |
|---|---|
Procrastination-approach | I more effectively utilize my time by postponing tasks |
I delay completing tasks to increase the quality of my work | |
I put off starting tasks to increase my motivation | |
I feel a stronger state of flow in my tasks when working closer to a deadline | |
I intentionally wait until closer to the deadline to begin work to enhance my performance | |
I delay tasks because I perform better when under more time pressure | |
I rarely have difficulty completing quality work when I start a task close to the deadline | |
Procrastination-avoidance | I put off tasks for later because they are too difficult to complete |
I avoid starting and completing tasks | |
I often delay starting tasks because I am afraid of failure | |
I delay starting tasks because they are overwhelming | |
Timely engagement-approach | I work further ahead of the deadline at a shower pace, because it helps me perform better |
I believe I can successfully complete most tasks because I start work immediately after being assigned a task | |
I do my best work well ahead of the deadline | |
I start working right away on a new task so that I can perform better on the task | |
I complete my tasks prior to their deadline to help me be successful | |
I begin working on difficult tasks early to achieve positive results | |
Time engagement-avoidance | I start my work early because my performance suffers when I have to rush through a task |
I do not start things at the last minute because I find it difficult to complete them on time | |
I begin working on a newly assigned task right away to avoid failing behind | |
When I receive a new assignment, I try to complete it ahead of the deadline to avoid feeling overwhelmed | |
On extremely difficult tasks, I begin work even earlier so I can avoid the consequences of putting it off for later |
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Yamada, M., Goda, Y., Matsuda, T. et al. How does self-regulated learning relate to active procrastination and other learning behaviors?. J Comput High Educ 28, 326–343 (2016). https://doi.org/10.1007/s12528-016-9118-9
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DOI: https://doi.org/10.1007/s12528-016-9118-9