Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i4.5360
Abstract
Academic procrastination represents a prevalent failure in students' self-regulated learning, and how capable they believe themselves to be is among the factors most reliably tied to that behavior. This paper integrates theoretical and empirical research exploring the interrelations among academic self-efficacy, procrastination, and academic achievement, and evaluates the educational strategies designed to enhance students' self-regulation. Building on Bandura's Social Cognitive Theory and Steel's Temporal Motivation Theory, the review contends that students with low perceived capacity to manage their own learning are prone to academic procrastination, and such procrastination in turn impairs performance. Pooled findings across studies show a positive correlation between efficacy beliefs and academic achievement, a negative correlation between academic procrastination and achievement, and demonstrate a partial mediating role of efficacy in the procrastination–achievement relationship. Approaches rooted in self-regulated learning, structured goal setting, and cognitive-behavioral methods appear promising for curbing procrastination and boosting academic outcomes.
Keywords
academic self-efficacy; procrastination; academic achievement; self-regulated learning
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https://doi.org/10.1037/a0026838
[11] Klassen R M, Krawchuk L L, Rajani S. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination[J/OL]. Contemporary Educational Psychology, 2008, 33(4): 915-931. https://doi.org/10.1016/j.cedpsych.2007.07.001
[12] Kim K R, Seo E H. The relationship between procrastination and academic performance: A meta-analysis[J/OL]. Personality and Individual Differences, 2015, 82: 26-33. https://doi.org/10.1016/j.paid.2015.02.038
[13] Zimmerman B J. Becoming a self-regulated learner: An overview[J/OL]. Theory Into Practice, 2002, 41(2): 64-70. https://doi.org/10.1207/s15430421tip4102_2
[14] Zimmerman B J, Bandura A, Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting[J/OL]. American Educational Research Journal, 1992, 29(3): 663-676. https://doi.org/10.3102/00028312029003663
[2] Multon K D, Brown S D, Lent R W. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation[J/OL]. Journal of Counseling Psychology, 1991, 38(1): 30-38. https://doi.org/10.1037/0022-0167.38.1.30
[3] Schunk D H. Self-efficacy and academic motivation[J/OL]. Educational Psychologist, 1991, 26(3-4): 207-231. https://doi.org/10.1080/00461520.1991.9653133
[4] Bandura A. Self-efficacy: The exercise of control[M]. New York: W. H. Freeman, 1997.
[5] Pajares F. Self-efficacy beliefs in academic settings[J/OL]. Review of Educational Research, 1996, 66(4): 543-578. https://doi.org/10.3102/00346543066004543
[6] Steel P, König C J. Integrating theories of motivation[J/OL]. Academy of Management Review, 2006, 31(4): 889-913. https://doi.org/10.5465/amr.2006.22527462
[7] Steel P. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure[J/OL]. Psychological Bulletin, 2007, 133(1), 65-94. https://doi.org/10.1037/0033-2909.133.1.65
[8] Sirois F, Pychyl T. Procrastination and the priority of short-term mood regulation: Consequences for future self[J/OL]. Social and Personality Psychology Compass, 2013, 7(2): 115-127. https://doi.org/10.1111/spc3.12011
[9] Talsma K, Schüz B, Schwarzer R. et al. I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance[J/OL]. Learning and Individual Differences, 2018, 61: 136-150. https://doi.org/10.1016/j.lindif.2017.11.015
[10] Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis[J/OL]. Psychological Bulletin, 2012, 138(2): 353-387.
https://doi.org/10.1037/a0026838
[11] Klassen R M, Krawchuk L L, Rajani S. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination[J/OL]. Contemporary Educational Psychology, 2008, 33(4): 915-931. https://doi.org/10.1016/j.cedpsych.2007.07.001
[12] Kim K R, Seo E H. The relationship between procrastination and academic performance: A meta-analysis[J/OL]. Personality and Individual Differences, 2015, 82: 26-33. https://doi.org/10.1016/j.paid.2015.02.038
[13] Zimmerman B J. Becoming a self-regulated learner: An overview[J/OL]. Theory Into Practice, 2002, 41(2): 64-70. https://doi.org/10.1207/s15430421tip4102_2
[14] Zimmerman B J, Bandura A, Martinez-Pons M. Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting[J/OL]. American Educational Research Journal, 1992, 29(3): 663-676. https://doi.org/10.3102/00028312029003663
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