Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning |
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| Institution: | 1. Office of Institutional Effectiveness, University of Houston-Downtown, One Main Street, Suite 629-S, Houston, TX 77002, USA;2. Ohio State University, Dennis Learning Center, 250 Younkin, Columbus, OH 43201, USA;3. University of Houston, Department of Educational Psychology, 491 Farish Hall, Houston, TX 77204-5029, USA;1. Department of Early Childhood Education, Centre for Child and Family Science, and Centre for Psychosocial Health, The Education University of Hong Kong, Hong Kong;2. Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong |
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| Abstract: | In the present study, we investigated how students react to self-assessed low goal achievement in self-regulated learning. Over a university term (19 weeks), 150 university students recorded self-efficacy, procrastination and perceived goal achievement in weekly web-based self-monitoring protocols. Using multilevel analyses for growth curve models, we investigated the reciprocal amplifying between procrastination and perceived goal achievement and self-efficacy and perceived goal achievement. Results indicated a vicious circle of procrastination and a virtuous circle of self-efficacy. Students who recorded high levels of procrastination assessed their goal achievement as being low. As a consequence of low goal achievement, they reinforced procrastination. Students who recorded high levels of self-efficacy assessed their goal achievement as being high. As a consequence of high goal achievement, self-efficacy increased. Self-efficacy mediated the effect of perceived goal achievement on procrastination. Thus, students with low perceived self-efficacy are vulnerable for finding themselves in a vicious circle of procrastination. |
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| Keywords: | Procrastination Self-efficacy Perceived goal achievement Feedback loops Self-regulated learning |
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