Online self-regulated learning and academic procrastination: A moderated mediation model

被引：10

作者：

Ma, Minjie ^{[1
,2
]}

Li, Miao ^{[3
]}

Wang, Qianqian ^{[1
,4
]}

Qiu, Arui ^{[1
]}

Wang, Tingzhao ^{[1
]}

机构：

[1] Shaanxi Normal Univ, Sch Educ, Dept Special Educ, 199 Changan South Rd, Xian 710062, Shaanxi, Peoples R China

[2] Xian Mangya Sch, Dept Acad & Student Affairs, Xian, Shaanxi, Peoples R China

[3] Univ Houston, Coll Educ, Dept Curriculum & Instruct, Houston, TX USA

[4] Dalian 3 Middle Sch, Dept Acad & Student Affairs, Dalian, Peoples R China

来源：

PSYCHOLOGY IN THE SCHOOLS | 2022年 / 59卷 / 09期

关键词：

academic procrastination; attention control; online self-regulated learning; peer support; GOAL ORIENTATION; TIME MANAGEMENT; SOCIAL SUPPORT; PEER FEEDBACK; PERFORMANCE; STUDENTS; ACHIEVEMENT; MOTIVATION; CLASSROOM; ANXIETY;

D O I：

10.1002/pits.22730

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Online learning has recently replaced traditional offline learning as the mainstream learning model for Chinese college students owing to the COVID-19 pandemic. This study examined the relationship between online self-regulated learning and academic procrastination among 1149 Chinese undergraduates who participated in online learning. The effects of online self-regulated learning on academic procrastination and whether it was mediated by attention control and moderated by peer support were investigated. Mediation analyses revealed that attention control partially mediates online self-regulated learning and academic procrastination. Peer support moderated the direct effect of online self-regulated learning and the mediating effect of attention control on academic procrastination. Our findings provide important ways to reduce academic procrastination and mitigate the adverse impacts of online learning.

引用

页码：1856 / 1872

页数：17

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