Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination
DOI:
https://doi.org/10.31261/IJREL.2019.5.2.04Keywords:
procrastination, blended learning, self-efficacy, active procrastination, passive procrastinationAbstract
Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.
References
Artino, A. R. & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3–4), 146–151.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Brandl, K. (2005). Review of Are You Ready to “Moodle”? Language Learning & Technology, 9(2), 16–23.
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33, 24–32.
Broadbent, J. & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13.
Cerezo, R., Esteban, M., Sánchez-Santillán, M., & Núñez, J. C. (2017). Procrastinating behavior in computer-based learning environments to predict performance: A case study in Moodle. Frontiers in Psychology, 8, 1403. https://doi.org/10.3389/fpsyg.2017.01403.
Cho, M. H. & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301.
Choi, J. N. & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195–212.
Chu, A. H. C. & Choi, J. N. (2005). Rethinking procrastination: Positive effects of” active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245–264.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602–606.
Dunn, K. (2014). Why wait? The influence of academic self-regulation, intrinsic motivation, and statistics anxiety on procrastination in online statistics. Innovative Higher Education, 39(1), 33–44.
Fernie, B. A., Bharucha, Z., Nikčević, A. V., Marino, C., & Spada, M. M. (2017). A Metacognitive model of procrastination. Journal of Affective Disorders, 210, 196–203.
Ferrari, J. R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1–6.
Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of Social Behavior and Personality, 7, 495–502.
Gafni, R. & Geri, N. (2010). Time management: Procrastination tendency in individual and collaborative tasks. Interdisciplinary Journal of Information, Knowledge, and Management, 5(1), 15–125.
Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
Goda, Y., Yamada, M., Kato, H., Matsuda, T., Saito, Y., & Miyagawa, H. (2015). Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes. Learning and Individual Differences, 37, 72–80.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning (pp. 3–21). San Francisco, CA: Preiffer.
Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self‐efficacy and anxiety. Journal of Counseling & Development, 76(3), 317–324.
Hensley, L. C. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences, 36, 157–164.
Jaworska-Gruszczyńska, I. (2016). Prokrastynacja – struktura konstruktu a stosowane skale pomiarowe [Procrastination – the structure of the construct and the measuring scales]. Testy Psychologiczne w Praktyce i Badaniach, 2(1), 36–59.
Kachgal, M. M., Hansen, L. S., & Nutter, K. J. (2001). Academic procrastination prevention/intervention: Strategies and recommendations. Journal of Developmental Education, 25(1), 14–24.
Kim, K. R. & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931.
Klingsieck, K. B. (2013a). Procrastination: When good things don’t come to those who wait. European Psychologist, 18, 24–34.
Klingsieck, K. B. (2013b). Procrastination in different life-domains: Is procrastination domain specific?. Current Psychology, 32(2), 175–185.
Krause, U. M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19(2), 158–170.
Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: multicultural validation studies. The Journal of Psychology, 139(5), 439–457.
Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2), 1–16. https://doi.org/10.19173/irrodl.v5i2.189.
Markiewicz, K. & Dziewulska, P. (2018). Procrastination predictors and moderating effect of personality traits, Polskie Forum Psychologiczne, 23(3), 593–609.
Martin, L., Martínez, D. R., Revilla, O., Aguilar, M. J., Santos, O. C., & Boticario, J. G. (2008, February). Usability in e-Learning Platforms: heuristics comparison between Moodle, Sakai and dotLRN. In Sixth International Conference on Community based environments. Guatemala (pp. 12–16).
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243–252.
Rakes, G. C. & Dunn, K. E. (2010). The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination. Journal of Interactive Online Learning, 9(1), 78–93.
Reyes, N. R., Candeas, P. V., Galan, S. G., Viciana, R., Canadas, F., & Reche, P. J. (2009, June). Comparing open-source e-learning platforms from adaptivity point of view. In 2009 EAEEIE Annual Conference (pp. 1–6). IEEE.
Romano, J., Wallace, T. L., Helmick, I. J., Carey, L. M., & Adkins, L. (2005). Study procrastination, achievement, and academic motivation in web-based and blended distance learning. The Internet and Higher Education, 8(4), 299–305.
Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. Measures in health psychology: A user’s portfolio. Causal and control beliefs, 1(1), 35–37.
Schwarzer, R., Jerusalem, M., & Juczyński, Z. (2001). Skala Uogólnionej Własnej Skuteczności – GSES [Generalized Self-Efficacy Scale – GSES]. In Z. Juczyński (Ed.), Narzędzia pomiaru w promocji zdrowia i psychologii zdrowia (pp. 93–97). Warszawa: Pracownia Testów Psychologicznych PTP.
Shea, P. & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721–1731.
Sirois, F. & Pychyl, T. (2013). Procrastination and the priority of short‐term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115–127.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94.
Steel, P. & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36–46.
Stępień, M. & Topolewska, E. (2014). Style tożsamości w ujęciu Berzonsky’ego a prokrastynacja [Identity Styles in Bierzonsky’s Approach and Procrastination]. In E. Topolewska, E. Skimina, S. Skrzek (Eds.), Młoda psychologia (Vol. 2, pp. 145–160). Warszawa: Wydawnictwo Stowarzyszenia Filomatów.
Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51(2), 473–480.
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35(6), 1401–1418.
Van Laer, S. & Elen, J. (2019). The effect of cues for calibration on learners’ self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education, 135, 30–48.
Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and selfefficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103–114.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179–187.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
Yamada, M., Goda, Y., Matsuda, T., Kato, H., & Miyagawa, H. (2015). The Relationship Among Self-Regulated Learning, Procrastination, And Learning Behaviors In Blended Learning Environment. 12th International Conference on Cognition and Exploratory Learning in Digital Age 2015, 67–74. Greater Dublin, Ireland. http://eric.ed.gov/?id=ED562147.
Downloads
Published
How to Cite
Issue
Section
License
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
