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

研究成果: Contribution to journalArticle査読

20 被引用数 (Scopus)

抄録

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.

本文言語英語
ページ(範囲)326-343
ページ数18
ジャーナルJournal of Computing in Higher Education
28
3
DOI
出版ステータス出版済み - 12 1 2016

All Science Journal Classification (ASJC) codes

  • 教育

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