Predicting Self-Regulated Learning and Academic Procrastination With Positive Psychological Factors: Evidence From Higher-Education English Learners' Perceptions

被引:0
作者
Shi, Yuxia [1 ]
Lin, Yupeng [1 ]
Yu, Zhonggen [1 ]
机构
[1] Beijing Language & Culture Univ, Fac Int Studies, 15 Xueyuan Rd, Beijing 100083, Peoples R China
关键词
Growth mindset; mindful agency; adaptability; self-regulated learning; self-determination theory; academic procrastination; ACTIVE PROCRASTINATION; IMPLICIT THEORIES; GROWTH MINDSET; NEED SATISFACTION; EFFICACY; STUDENTS; MINDFULNESS; ACHIEVEMENT; PERFORMANCE; MEDITATION;
D O I
10.1177/00332941251351232
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
Few studies have investigated the relationship between positive psychological factors, self-regulated learning, and academic procrastination based on the Self-Determination Theory. The present study examines 276 English as a foreign language (EFL) learners' responses and establishes the relationships among these constructs with partial least structural equation modeling. Higher-education EFL students' growth mindset positively and significantly predicts their metacognitive strategy. Mindful agency is a significantly positive predictor of adopting the cognitive strategy, metacognitive strategy, and resource management strategy. Adaptability positively and significantly predicts cognitive strategy, metacognitive strategy, and resource management strategy. Metacognitive strategy is a significantly positive predictor of academic procrastination. Adaptability directly and positively predicts academic procrastination. The educational level significantly moderates the relationship between mindful agency, adaptability, and self-regulated learning. The present study sheds light on the relationships among positive psychological factors, self-regulated learning strategies, and academic procrastination, which may enlighten targeted intervention and pedagogical reforms in EFL learning.
引用
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页数:33
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