The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students&...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of interactive online learning 2010-03, Vol.9 (1), p.78
Hauptverfasser: Rakes, Glenda C, Dunn, Karee E
Format: Artikel
Sprache:eng
Schlagworte:
Academic Achievement
Graduate Students
Learning Motivation
Metacognition
Online Courses
Self Motivation
Student Motivation
Study Habits
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page
container_issue 1
container_start_page 78
container_title Journal of interactive online learning
container_volume 9
creator Rakes, Glenda C
Dunn, Karee E
description With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented. (Contains 2 tables.)
format Article
fullrecord <record><control><sourceid>eric</sourceid><recordid>TN_cdi_eric_primary_EJ938838</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ938838</ericid><sourcerecordid>EJ938838</sourcerecordid><originalsourceid>FETCH-LOGICAL-e176t-258c889accf47964776e0454110d966c63b379468c062968429296c80799fe2c3</originalsourceid><addsrcrecordid>eNpNjk1LAzEYhIMoWKv_wENunhaySTYfx1JqbalUbD2X9N13NbKbLUlW8N-7WA_CwDPMwDAXZFJWsiykLeXlP39NblL6ZIwLbqoJOe4_kK66k4NM-4ZuQ-sD0mV09eAy0l0eagw5PdDnPvsvl30fqAs13WHbFK_4PrTnbNQMXI2dB_oSe4guZR9-u1ty1bg24d0fp-TtcbGfPxWb7XI1n20KLLXKBa8MGGMdQCO1VVJrhUyOt0tWW6VAiaPQVioDTHGrjOR2BBimrW2Qg5iS-_MuRg-HU_Sdi9-HxdoKY4QRP7PqTjI</addsrcrecordid><sourcetype>Index Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination</title><source>Education Source</source><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Rakes, Glenda C ; Dunn, Karee E</creator><creatorcontrib>Rakes, Glenda C ; Dunn, Karee E</creatorcontrib><description>With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented. (Contains 2 tables.)</description><identifier>ISSN: 1541-4914</identifier><identifier>EISSN: 1541-4914</identifier><language>eng</language><publisher>University of Alabama</publisher><subject>Academic Achievement ; Graduate Students ; Learning Motivation ; Metacognition ; Online Courses ; Self Motivation ; Student Motivation ; Study Habits</subject><ispartof>Journal of interactive online learning, 2010-03, Vol.9 (1), p.78</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ938838$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Rakes, Glenda C</creatorcontrib><creatorcontrib>Dunn, Karee E</creatorcontrib><title>The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination</title><title>Journal of interactive online learning</title><description>With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented. (Contains 2 tables.)</description><subject>Academic Achievement</subject><subject>Graduate Students</subject><subject>Learning Motivation</subject><subject>Metacognition</subject><subject>Online Courses</subject><subject>Self Motivation</subject><subject>Student Motivation</subject><subject>Study Habits</subject><issn>1541-4914</issn><issn>1541-4914</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><recordid>eNpNjk1LAzEYhIMoWKv_wENunhaySTYfx1JqbalUbD2X9N13NbKbLUlW8N-7WA_CwDPMwDAXZFJWsiykLeXlP39NblL6ZIwLbqoJOe4_kK66k4NM-4ZuQ-sD0mV09eAy0l0eagw5PdDnPvsvl30fqAs13WHbFK_4PrTnbNQMXI2dB_oSe4guZR9-u1ty1bg24d0fp-TtcbGfPxWb7XI1n20KLLXKBa8MGGMdQCO1VVJrhUyOt0tWW6VAiaPQVioDTHGrjOR2BBimrW2Qg5iS-_MuRg-HU_Sdi9-HxdoKY4QRP7PqTjI</recordid><startdate>20100301</startdate><enddate>20100301</enddate><creator>Rakes, Glenda C</creator><creator>Dunn, Karee E</creator><general>University of Alabama</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope></search><sort><creationdate>20100301</creationdate><title>The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination</title><author>Rakes, Glenda C ; Dunn, Karee E</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e176t-258c889accf47964776e0454110d966c63b379468c062968429296c80799fe2c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic Achievement</topic><topic>Graduate Students</topic><topic>Learning Motivation</topic><topic>Metacognition</topic><topic>Online Courses</topic><topic>Self Motivation</topic><topic>Student Motivation</topic><topic>Study Habits</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rakes, Glenda C</creatorcontrib><creatorcontrib>Dunn, Karee E</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><jtitle>Journal of interactive online learning</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rakes, Glenda C</au><au>Dunn, Karee E</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ938838</ericid><atitle>The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination</atitle><jtitle>Journal of interactive online learning</jtitle><date>2010-03-01</date><risdate>2010</risdate><volume>9</volume><issue>1</issue><spage>78</spage><pages>78-</pages><issn>1541-4914</issn><eissn>1541-4914</eissn><abstract>With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students' intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented. (Contains 2 tables.)</abstract><pub>University of Alabama</pub><tpages>16</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1541-4914
ispartof Journal of interactive online learning, 2010-03, Vol.9 (1), p.78
issn 1541-4914
1541-4914
language eng
recordid cdi_eric_primary_EJ938838
source Education Source; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals
subjects Academic Achievement
Graduate Students
Learning Motivation
Metacognition
Online Courses
Self Motivation
Student Motivation
Study Habits
title The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-28T14%3A18%3A51IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Impact%20of%20Online%20Graduate%20Students'%20Motivation%20and%20Self-Regulation%20on%20Academic%20Procrastination&rft.jtitle=Journal%20of%20interactive%20online%20learning&rft.au=Rakes,%20Glenda%20C&rft.date=2010-03-01&rft.volume=9&rft.issue=1&rft.spage=78&rft.pages=78-&rft.issn=1541-4914&rft.eissn=1541-4914&rft_id=info:doi/&rft_dat=%3Ceric%3EEJ938838%3C/eric%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ938838&rfr_iscdi=true