Abstract
Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handicapping strategies. Only limited support for students’ demonstration of procrastination as an adaptive behavior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.
Highlights
National Education Act 1999 mentioned that the school had to assess students by considering their development and behavior, learning behavior observation, activity participation and testing in aligned with instructional process based on appropriateness with each level as well as Educational Model
The assessment in Thailand still emphasizes on learning achievement, especially the achievement obtaining from testing (Inprasitha, 2003)
Data were presented by descriptive analysis in context of schools under the project of Mathematics Teaching Professional Development through the Lesson Study and Open Approach
Summary
National Education Act 1999 (the Revised Issue, 2002) mentioned that the school had to assess students by considering their development and behavior, learning behavior observation, activity participation and testing in aligned with instructional process based on appropriateness with each level as well as Educational Model. Since the assessment by test did not measure students’ real condition, and could not assess both of product and process which the students had real practice. Testing was performed only to investigate the overall learning achievement rather than to find the cause of students’ specific weak point, and 2) the existing information was too late to be utilized, to use the findings in general improvement such as repetition of teaching, or extending more time in learning unit, or specify the teacher who succeeded in teaching that unit. If the academic gave an importance to the evaluation for instructional development by focusing on details, it would lead to the real changes in learning and teaching
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