Relations between student procrastination and teaching styles: autonomy-supportive and controlling

Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyse whether...

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Detalles Bibliográficos
Autores: Codina, Núria (Codina Mata), Valenzuela, Rafael, Pestana, José Vicente, González Conde, Joan
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2018
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/141776
Acceso en línea:https://hdl.handle.net/2445/141776
Access Level:acceso abierto
Palabra clave:Procrastinació
Motivació en l'educació
Psicologia de l'aprenentatge
Procrastination
Motivation in education
Psychology of learning
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spelling Relations between student procrastination and teaching styles: autonomy-supportive and controllingCodina, Núria (Codina Mata)Valenzuela, RafaelPestana, José VicenteGonzález Conde, JoanProcrastinacióMotivació en l'educacióPsicologia de l'aprenentatgeProcrastinationMotivation in educationPsychology of learningProcrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyse whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g. autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students' basic psychological needs for perceived competence, autonomy and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students' psychological needs by recurring to controlling teaching behaviours, such as controlling use of reward , negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviours, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviours are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviours are positively associated with psychological needs satisfaction and negatively with procrastination.. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies.Frontiers Media2019201920182019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion7 p.application/pdfhttps://hdl.handle.net/2445/141776Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a: https://doi.org/10.3389/fpsyg.2018.00809Frontiers in Psychology, 2018, vol. 9, p. 809https://doi.org/10.3389/fpsyg.2018.00809cc-by (c) Codina, Núria (Codina Mata) et al., 2018http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:2445/1417762026-05-29T05:05:01Z
dc.title.none.fl_str_mv Relations between student procrastination and teaching styles: autonomy-supportive and controlling
title Relations between student procrastination and teaching styles: autonomy-supportive and controlling
spellingShingle Relations between student procrastination and teaching styles: autonomy-supportive and controlling
Codina, Núria (Codina Mata)
Procrastinació
Motivació en l'educació
Psicologia de l'aprenentatge
Procrastination
Motivation in education
Psychology of learning
title_short Relations between student procrastination and teaching styles: autonomy-supportive and controlling
title_full Relations between student procrastination and teaching styles: autonomy-supportive and controlling
title_fullStr Relations between student procrastination and teaching styles: autonomy-supportive and controlling
title_full_unstemmed Relations between student procrastination and teaching styles: autonomy-supportive and controlling
title_sort Relations between student procrastination and teaching styles: autonomy-supportive and controlling
dc.creator.none.fl_str_mv Codina, Núria (Codina Mata)
Valenzuela, Rafael
Pestana, José Vicente
González Conde, Joan
author Codina, Núria (Codina Mata)
author_facet Codina, Núria (Codina Mata)
Valenzuela, Rafael
Pestana, José Vicente
González Conde, Joan
author_role author
author2 Valenzuela, Rafael
Pestana, José Vicente
González Conde, Joan
author2_role author
author
author
dc.subject.none.fl_str_mv Procrastinació
Motivació en l'educació
Psicologia de l'aprenentatge
Procrastination
Motivation in education
Psychology of learning
topic Procrastinació
Motivació en l'educació
Psicologia de l'aprenentatge
Procrastination
Motivation in education
Psychology of learning
description Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyse whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g. autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students' basic psychological needs for perceived competence, autonomy and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students' psychological needs by recurring to controlling teaching behaviours, such as controlling use of reward , negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviours, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviours are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviours are positively associated with psychological needs satisfaction and negatively with procrastination.. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies.
publishDate 2018
dc.date.none.fl_str_mv 2018
2019
2019
2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/141776
url https://hdl.handle.net/2445/141776
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/fpsyg.2018.00809
Frontiers in Psychology, 2018, vol. 9, p. 809
https://doi.org/10.3389/fpsyg.2018.00809
dc.rights.none.fl_str_mv cc-by (c) Codina, Núria (Codina Mata) et al., 2018
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Codina, Núria (Codina Mata) et al., 2018
http://creativecommons.org/licenses/by/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 7 p.
application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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