How does self-regulated learning relate to active procrastination and other learning behaviors?

Masanori Yamada, Yoshiko Goda, Takeshi Matsuda, Yutaka Saito, Hiroshi Kato, Hiroyuki Miyagawa

Research output: Contribution to journalArticle

12 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)326-343
Number of pages18
JournalJournal of Computing in Higher Education
Volume28
Issue number3
DOIs
Publication statusPublished - Dec 1 2016

Fingerprint

learning behavior
time management
Blended Learning
learning
questionnaire
self-regulation
management
Values
learning environment
university
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

How does self-regulated learning relate to active procrastination and other learning behaviors? / Yamada, Masanori; Goda, Yoshiko; Matsuda, Takeshi; Saito, Yutaka; Kato, Hiroshi; Miyagawa, Hiroyuki.

In: Journal of Computing in Higher Education, Vol. 28, No. 3, 01.12.2016, p. 326-343.

Research output: Contribution to journalArticle

Yamada, Masanori ; Goda, Yoshiko ; Matsuda, Takeshi ; Saito, Yutaka ; Kato, Hiroshi ; Miyagawa, Hiroyuki. / How does self-regulated learning relate to active procrastination and other learning behaviors?. In: Journal of Computing in Higher Education. 2016 ; Vol. 28, No. 3. pp. 326-343.
@article{4e9ba45a915e42c4ac88c21f22fdab15,
title = "How does self-regulated learning relate to active procrastination and other learning behaviors?",
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.",
author = "Masanori Yamada and Yoshiko Goda and Takeshi Matsuda and Yutaka Saito and Hiroshi Kato and Hiroyuki Miyagawa",
year = "2016",
month = "12",
day = "1",
doi = "10.1007/s12528-016-9118-9",
language = "English",
volume = "28",
pages = "326--343",
journal = "Journal of Computing in Higher Education",
issn = "1042-1726",
publisher = "Paideia Publishers",
number = "3",

}

TY - JOUR

T1 - How does self-regulated learning relate to active procrastination and other learning behaviors?

AU - Yamada, Masanori

AU - Goda, Yoshiko

AU - Matsuda, Takeshi

AU - Saito, Yutaka

AU - Kato, Hiroshi

AU - Miyagawa, Hiroyuki

PY - 2016/12/1

Y1 - 2016/12/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=84994285376&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84994285376&partnerID=8YFLogxK

U2 - 10.1007/s12528-016-9118-9

DO - 10.1007/s12528-016-9118-9

M3 - Article

AN - SCOPUS:84994285376

VL - 28

SP - 326

EP - 343

JO - Journal of Computing in Higher Education

JF - Journal of Computing in Higher Education

SN - 1042-1726

IS - 3

ER -