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

Glenda C. Rakes · Karee E. Dunn

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Perfectionism, Procrastination, Anxiety Studies Education, Achievement, and Giftedness Student Stress and Coping

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.

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References

1985Intrinsic Motivation and Self-Determination in Human Behavior 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions 1988Intrinsic Motivation and Self-Determination in Human Behavior 1978Self-efficacy: Toward a unifying theory of behavioral change 2002Social Foundations of Thought and Action 1988A social-cognitive approach to motivation and personality.1993Perceived Self-Efficacy in Cognitive Development and Functioning 1986Motivational processes affecting learning.

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