{"title":"高等教育课程特征与学业拖延的关系:多变量双水平分析","authors":"L. Bäulke, M. Dresel","doi":"10.1080/01443410.2023.2219873","DOIUrl":null,"url":null,"abstract":"Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"43 1","pages":"263 - 283"},"PeriodicalIF":3.6000,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis\",\"authors\":\"L. Bäulke, M. Dresel\",\"doi\":\"10.1080/01443410.2023.2219873\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.\",\"PeriodicalId\":48053,\"journal\":{\"name\":\"Educational Psychology\",\"volume\":\"43 1\",\"pages\":\"263 - 283\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/01443410.2023.2219873\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/01443410.2023.2219873","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis
Abstract Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in which way they relate to procrastination, and if this relation can be explained by the satisfaction of basic needs for autonomy, relatedness, and competence. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with specific course characteristics to a considerable degree. Basic need satisfaction was negatively related to academic procrastination at a medium level on both, the individual student level as well as the course level. Moreover, basic need satisfaction explained the relations between specific course characteristics and procrastination.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.