Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments

• DOI: 10.1111/bjet.13302
• Publication Date: 2023-01-12T08:45:20Z
• Authors: Sheng‐Lun Cheng; Jen‐Chia Chang; Karina Quilantan‐...; Mary L. Gutierrez
• Keywords: Procrastination; Conscientiousness; Coursework; Facet (psychology)

Abstract Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed remote learning environments, students' tendency procrastinate increases. Therefore, understanding why students identifying who more likely delay unnecessarily online environments an important area study. The goal this study was respond call by examining the structural relations between conscientiousness, prior experience, achievement emotions using equation modelling. In particular, two main facets conscientiousness—proactive inhibitive—were examined order understand which facet responsible procrastination, how each related determine conscientiousness should be primary target intervention future experimental research. A total 746 from 49 secondary postsecondary schools participated current results showed that proactive aspect negatively through pathway enjoyment. inhibitive pathways negative emotions. Although experience did not have a significant direct association with it indirectly put off enjoyment Of all paths, had strongest associations environments. findings indirect effects suggest low few experiences are classes possibly owing suboptimal emotional aroused during processes. Practitioner notes What already known about topic Conscientiousness has in‐person classes. Prior adaptive regulatory processes Achievement emotion integral part learning. paper adds no relates Implications practice and/or policy Instructors suggested pay attention since they Students' strongly associated experience.