de la Fuente Jesús, Sander Paul, Garzón-Umerenkova Angélica, Vera-Martínez Manuel Mariano, Fadda Salvatore, Gaetha Martha Leticia
School of Education and Psychology, University of Navarra, Pamplona, Spain.
School of Psychology, University of Almería, Almería, Spain.
Front Psychol. 2021 Feb 10;12:602904. doi: 10.3389/fpsyg.2021.602904. eCollection 2021.
The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
学生自我调节（SR）与调节性教学（RT）情境的不同程度结合，最近已被证明对成就情绪、压力因素和症状以及应对策略有影响。本研究的目的是验证其对学业行为信心和拖延行为可能产生的进一步影响。共有1193名大学生完成了关于其学位课程特定科目的有效在线问卷。采用事后设计，进行了多变量分析和结构方程建模（SEM），以检验模型预测的关系。SR和RT在决定学业行为信心程度和拖延行为方面有显著的联合效应。学业行为信心也显著预测了拖延的原因，而这些原因又反过来预测了拖延行为。讨论了相关结论，强调了这两个变量在决定大学生学业行为信心、拖延原因和拖延行为方面的综合权重。分析了对大学生和教师指导及教育支持的启示。
