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Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown
During the lockdown due to SARS-CoV-2 (coronavirus lockdown), there has been a tremendous increase in the number of students taking online courses. Few studies, however, have examined the individual dispositions that influence self-regulated online learning during the coronavirus lockdown. To addres...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier Ltd.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7846229/ https://www.ncbi.nlm.nih.gov/pubmed/33551531 http://dx.doi.org/10.1016/j.paid.2021.110673 |
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author | Hong, Jon-Chao Lee, Yi-Fang Ye, Jian-Hong |
author_facet | Hong, Jon-Chao Lee, Yi-Fang Ye, Jian-Hong |
author_sort | Hong, Jon-Chao |
collection | PubMed |
description | During the lockdown due to SARS-CoV-2 (coronavirus lockdown), there has been a tremendous increase in the number of students taking online courses. Few studies, however, have examined the individual dispositions that influence self-regulated online learning during the coronavirus lockdown. To address this gap, the present study explored the ineffectiveness of online learning and examined how it can be predicted by self-regulated online learning and participants' procrastination disposition. Data of 433 participants were collected and subjected to confirmatory factor analysis with structural equation modeling. The results indicated that procrastination is negatively related to 6 sub-constructs of self-regulated online learning: task strategy, mood adjustment, self-evaluation, environmental structure, time management, and help-seeking. These sub-constructs were negatively related to the learners' perceived ineffectiveness of online learning. However, the relationship between perceived learning ineffectiveness and environmental structure or help-seeking was weaker than that with task strategy or mood adjustment, indicating that the latter two subtypes of self-regulated online learning should be considered before students engage in online learning. |
format | Online Article Text |
id | pubmed-7846229 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-78462292021-02-01 Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown Hong, Jon-Chao Lee, Yi-Fang Ye, Jian-Hong Pers Individ Dif Article During the lockdown due to SARS-CoV-2 (coronavirus lockdown), there has been a tremendous increase in the number of students taking online courses. Few studies, however, have examined the individual dispositions that influence self-regulated online learning during the coronavirus lockdown. To address this gap, the present study explored the ineffectiveness of online learning and examined how it can be predicted by self-regulated online learning and participants' procrastination disposition. Data of 433 participants were collected and subjected to confirmatory factor analysis with structural equation modeling. The results indicated that procrastination is negatively related to 6 sub-constructs of self-regulated online learning: task strategy, mood adjustment, self-evaluation, environmental structure, time management, and help-seeking. These sub-constructs were negatively related to the learners' perceived ineffectiveness of online learning. However, the relationship between perceived learning ineffectiveness and environmental structure or help-seeking was weaker than that with task strategy or mood adjustment, indicating that the latter two subtypes of self-regulated online learning should be considered before students engage in online learning. Elsevier Ltd. 2021-05 2021-01-29 /pmc/articles/PMC7846229/ /pubmed/33551531 http://dx.doi.org/10.1016/j.paid.2021.110673 Text en © 2021 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Hong, Jon-Chao Lee, Yi-Fang Ye, Jian-Hong Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title | Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title_full | Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title_fullStr | Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title_full_unstemmed | Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title_short | Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
title_sort | procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7846229/ https://www.ncbi.nlm.nih.gov/pubmed/33551531 http://dx.doi.org/10.1016/j.paid.2021.110673 |
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