为什么大学生在网络课程上拖延:一个自我调节的学习视角

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Internet and Higher Education Pub Date : 2021-06-01 DOI:10.1016/j.iheduc.2021.100807

Sheng-Lun Cheng , Kui Xie

{"title":"为什么大学生在网络课程上拖延:一个自我调节的学习视角","authors":"Sheng-Lun Cheng , Kui Xie","doi":"10.1016/j.iheduc.2021.100807","DOIUrl":null,"url":null,"abstract":"<div><p>The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value<span> and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.</span></p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100807","citationCount":"26","resultStr":"{\"title\":\"Why college students procrastinate in online courses: A self-regulated learning perspective\",\"authors\":\"Sheng-Lun Cheng , Kui Xie\",\"doi\":\"10.1016/j.iheduc.2021.100807\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value<span> and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.</span></p></div>\",\"PeriodicalId\":48186,\"journal\":{\"name\":\"Internet and Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":6.4000,\"publicationDate\":\"2021-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.iheduc.2021.100807\",\"citationCount\":\"26\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Internet and Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1096751621000166\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751621000166","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 26

摘要

本研究的目的是从自我调节学习的角度探讨大学生在网络课程中拖延的原因。本研究以207名大学生为研究对象。运用路径模型研究发现，学生感知的内容相关性和技术可用性通过任务价值和情绪成本的作用间接预测学业拖延。责任心也是学习拖延症的重要预测因素。感知教师参与和同伴互动不能预测学习拖延。研究结果表明，网络课程中的学业拖延是一个复杂的现象，它源于大学生对学习环境的感知、个人特征和动机信念三者之间的相互关系。本文讨论了解决在线课程中学习拖延的实际意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Why college students procrastinate in online courses: A self-regulated learning perspective

The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.