Project RITE
Recipients
Students' Motivation and Use of Cognitive Self-Regulated Learning
Strategies as Predictors of Procrastination in Online Courses
Download final report: PDF
Glenda Rakes
Professor, Educational Studies, UT MartinFinal Report Excerpt
Research on the effects of academic self-regulation and motivation on learning
has demonstrated important links between the two constructs (Schunk, 2005). Students with more developed self-regulatory cognitive skills tend to be more academically motivated and learn more than others (Pintrich, 2003). 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. The results of this study can provide online instructors with valuable insight into two malleable student characteristics that may decrease student procrastination and increase student learning.