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Autor/inn/en | Ebadi, Setareh; Shakoorzadeh, Reza |
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Titel | Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City |
Quelle | In: International Education Studies, 8 (2015) 10, S.193-199 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; High School Students; Student Behavior; Time Management; Incidence; Self Management; Academic Achievement; Student Motivation; Affective Behavior; Measures (Individuals); Learning Strategies; Questionnaires; Regression (Statistics); Gender Differences; Predictor Variables; Iran (Tehran) Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Zeitmanagement; Vorkommen; Selbstmanagement; Schulleistung; Schulische Motivation; Affective disturbance; Active behaviour; Affektive Störung; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Regression; Regressionsanalyse; Geschlechterkonflikt; Prädiktor |
Abstract | The present study was carried out with the aim of Investigation of academic procrastination prevalence and its relationship with academic self-regulation and achievement motivation among high-school students in Tehran city. The sample included 624 high school students (312 Boys & 312 Girls) from different areas and regions that selected using random cluster-multistage sampling method. Procrastination Assessment Scale-Student (Solomon & Rothblum, 1984), Self-Regulated Learning Strategies questionnaire (Zimmerman & Pons, 1982) and Achievement motivation test (Hermans, 1970) were used in this study. Data were analyzed in two parts, descriptive and inferential statistics. The results of academic procrastination prevalence using descriptive statistic showed that over half of students nearly always or always procrastinate. Also, results showed that boys and girls procrastinate with the same rate, in general. And boys more than girls procrastinate only on preparing academic tasks. The result of regression analysis also showed that academic self-regulation and achievement motivation predict academic procrastination significantly. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |