Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model
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Department of Humanities, University of Foggia, 71100 Foggia, Italy
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Department of Educational Sciences, Psychology, Communication, University of Bari, 70121 Bari, Italy
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Department of Pathological Anatomy, University of Bari, 70120 Bari, Italy
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Department of Economics, Management and Territory, University of Foggia, 71100 Foggia, Italy
*
Author to whom correspondence should be addressed.
Behav. Sci. 2020, 10(12), 184; https://doi.org/10.3390/bs10120184
Received: 5 November 2020
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Revised: 24 November 2020
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Accepted: 27 November 2020
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Published: 1 December 2020
Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.
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Keywords:
academic procrastination; time management; cognitive strategies; metacognitive strategies; gender differences
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MDPI and ACS Style
Limone, P.; Sinatra, M.; Ceglie, F.; Monacis, L. Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model. Behav. Sci. 2020, 10, 184. https://doi.org/10.3390/bs10120184
AMA Style
Limone P, Sinatra M, Ceglie F, Monacis L. Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model. Behavioral Sciences. 2020; 10(12):184. https://doi.org/10.3390/bs10120184
Chicago/Turabian StyleLimone, Pierpaolo, Maria Sinatra, Flavio Ceglie, and Lucia Monacis. 2020. "Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model" Behavioral Sciences 10, no. 12: 184. https://doi.org/10.3390/bs10120184
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