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Abstract
Students’ autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior - which may stabilize with age - in which subpar self-regulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people’s autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between self-regulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of self-regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of self-regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students’ self-regulation profiles. These profiles would inform differentiated pedagogical approaches to promote self-regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic self-regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, goal setting, and decision making; and the Pure Procrastination Scale (PPS), which considers three dimensions: decisional procrastination, implemental delay and lateness. Results obtained by means of cluster analysis distinguished between high and low academic self-regulation profiles, and also between these and two different medium self-regulation profiles, each with specific emphases on particular volitional shortcomings (i.e., weaknesses in decision-making skills and perseverance). These profiles and their relations with procrastination dimensions allow a joint evaluation via structural equation modeling (SEM) to test cognitive motivational strategies (goal setting, decision making, learning from mistakes, and decisional procrastination) together with behavioral aspects (perseverance, implemental delay), considered in the constructs of academic self-regulation and pure procrastination. From this joint evaluation, guidelines are suggested for promoting autonomy among young university students to the detriment of procrastination, thereby – and in accordance with previous research – enhancing students’ well-being and growth.
Highlights
Developing the capacity to exercise autonomy from a young age has been deeply studied with the self-determination theory (SDT; Ryan and Deci, 2017), as well as with other psychological approaches
With respect to self-regulation dimensions, students’ responses showed that values for the self-motivational aspects of goal setting and learning from mistakes were above the mean value of the questionnaire, while perseverance and the strategic aspect of decision making were under the mean value
In relation to the dimensions of pure procrastination, students’ reported values in lateness were below the mean value of the questionnaire, whereas decisional procrastination and implemental delay were above this value
Summary
Developing the capacity to exercise autonomy from a young age has been deeply studied with the self-determination theory (SDT; Ryan and Deci, 2017), as well as with other psychological approaches. Based on the original works of Heider (1958) and De Charms (1968), SDT defines autonomy as the need to self-regulate one’s experiences and actions, entailing a form of functioning associated with feeling volitional, congruent, and integrated (Ryan and Deci, 2017). Autonomy depends on the capacity for self-reflective endorsement of one’s actions, and autonomy need satisfaction depends on behavior being “self-endorsed or congruent” with “authentic interests and values” Autonomy corresponds to people who willingly comply or wholeheartedly consent to engage in behaviors based on motives which they would endorse if reflecting upon them autonomously (which do not need to be self-initiated or lack external inputs) (Ryan and Deci, 2006, 2017). People acting against their volition experience incongruence and conflict, limiting their well-being
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