Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations

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., s...

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Autores: Valenzuela, Rafael, Codina, Núria (Codina Mata), Castillo, Isabel, Pestana, José Vicente
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2020
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:2445/161618
Acceso en línea:https://hdl.handle.net/2445/161618
Access Level:acceso abierto
Palabra clave:Autonomia de l'alumne
Procrastinació
Learner autonomy
Procrastination
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dc.title.none.fl_str_mv Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
title Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
spellingShingle Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
Valenzuela, Rafael
Autonomia de l'alumne
Procrastinació
Learner autonomy
Procrastination
title_short Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
title_full Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
title_fullStr Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
title_full_unstemmed Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
title_sort Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations
dc.creator.none.fl_str_mv Valenzuela, Rafael
Codina, Núria (Codina Mata)
Castillo, Isabel
Pestana, José Vicente
author Valenzuela, Rafael
author_facet Valenzuela, Rafael
Codina, Núria (Codina Mata)
Castillo, Isabel
Pestana, José Vicente
author_role author
author2 Codina, Núria (Codina Mata)
Castillo, Isabel
Pestana, José Vicente
author2_role author
author
author
dc.subject.none.fl_str_mv Autonomia de l'alumne
Procrastinació
Learner autonomy
Procrastination
topic Autonomia de l'alumne
Procrastinació
Learner autonomy
Procrastination
description 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.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
2020
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/161618
url https://hdl.handle.net/2445/161618
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.2020.00354
Frontiers in Psychology, 2020, vol. 11, p. 354
https://doi.org/10.3389/fpsyg.2020.00354
dc.rights.none.fl_str_mv cc-by (c) Valenzuela, Rafael et al., 2020
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Valenzuela, Rafael et al., 2020
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dc.format.none.fl_str_mv 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
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spelling Young University Students' Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated OperationsValenzuela, RafaelCodina, Núria (Codina Mata)Castillo, IsabelPestana, José VicenteAutonomia de l'alumneProcrastinacióLearner autonomyProcrastinationStudents' 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.Frontiers Media2020202020202020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/161618Articles 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.2020.00354Frontiers in Psychology, 2020, vol. 11, p. 354https://doi.org/10.3389/fpsyg.2020.00354cc-by (c) Valenzuela, Rafael et al., 2020http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:recercat.cat:2445/1616182026-05-29T05:05:01Z
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