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.
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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 -