The Experts below are selected from a list of 1947 Experts worldwide ranked by ideXlab platform
Kara C Hickson - One of the best experts on this subject based on the ideXlab platform.
-
individual differences in Academic Procrastination tendency and writing success
Personality and Individual Differences, 2003Co-Authors: Barbara A Fritzsche, Beth Rapp Young, Kara C HicksonAbstract:This study examined the relation between Academic Procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, and lower grades. Additionally, receipt of feedback on writing was associated with better writing outcomes for high procrastinators. These results have implications for understanding Academic Procrastination and the use of Academic interventions to address Procrastination.
Ziwei Xu - One of the best experts on this subject based on the ideXlab platform.
-
just do it reducing Academic Procrastination of secondary students
Intervention In School And Clinic, 2016Co-Authors: Ziwei XuAbstract:Academic Procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent Academic Procrastination in their classrooms. Given that reducing Academic Procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-Procrastination (T-TAP) model, is presented.
-
Just Do It! Reducing Academic Procrastination of Secondary Students.
Intervention In School And Clinic, 2015Co-Authors: Ziwei XuAbstract:Academic Procrastination is a common problem among secondary students. This paper provides secondary teachers with evidence-based strategies to reduce or prevent Academic Procrastination in their classrooms. Given that reducing Academic Procrastination is a responsibility for teachers as well as students, the paper describes teacher-administered strategies related to assignment and course design as well as student-administered strategies related to self-management and its variations. In conclusion, a framework encompassing these strategies and modifications for different learner types, the three-tier anti-Procrastination (T-TAP) model, is presented.
Barbara A Fritzsche - One of the best experts on this subject based on the ideXlab platform.
-
individual differences in Academic Procrastination tendency and writing success
Personality and Individual Differences, 2003Co-Authors: Barbara A Fritzsche, Beth Rapp Young, Kara C HicksonAbstract:This study examined the relation between Academic Procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, and lower grades. Additionally, receipt of feedback on writing was associated with better writing outcomes for high procrastinators. These results have implications for understanding Academic Procrastination and the use of Academic interventions to address Procrastination.
Özkan Çıkrıkçı - One of the best experts on this subject based on the ideXlab platform.
-
Academic Procrastination, School Attachment, and Life Satisfaction: A Mediation Model
Journal of Rational-Emotive & Cognitive-Behavior Therapy, 2020Co-Authors: Özkan Çıkrıkçı, Evren ErzenAbstract:The aim of the current study was to investigate the associations between school attachment, Academic Procrastination and life satisfaction and the mediating effect of Academic Procrastination. The mediation model was tested with 324 adolescents [173_(53.4%) female, 151_(46.6%) male, M _age = 17.07, SD = 2.28]. School Attachment Scale, Academic Procrastination Scale, and Satisfaction with Life Scale were filled out. The results indicated that there were significant associations among school attachment, Academic Procrastination, and life satisfaction. Mediation analysis revealed that Academic Procrastination partially mediated the school attachment-life satisfaction association. Additionally, school attachment had a significant indirect effect on life satisfaction through Academic Procrastination. Overall, the results show that school attachment contributes to a reduction in Academic Procrastination and an increase in life satisfaction. In this respect, it can be said that attachment to school has a therapeutic value for students.
-
Academic Procrastination: The Role of Metacognitive Awareness and Educational Stress
2016Co-Authors: Özkan ÇıkrıkçıAbstract:The aim of this study was investigate the Academic Procrastination in terms of metacognitive awareness and educational stress. The 273 high school students were attended the current study that was based on a correlation model. Academic Procrastination Scale, Metacognitive Awareness Scale and Educational Stress Scale were used in this study. Data were analyzed by using the Pearson Product Moment Correlation Coefficient and multiple linear regression analysis. Results were revealed significant correlations among Academic Procrastination, metacognitive awareness and educational stress. Academic Procrastination correlated negatively with metacognitive awareness; however it correlated positively with educational stress. Results taken from the multiple linear regression analysis showed that metacognitive awareness and educational stress accounted for 20% of total Academic Procrastination variance. Metacognitive awareness and educational stress made a significant and distinctive contribution to the model. These findings were discussed about the relevant literature and new directions were suggested for further studies.
Andrea Weiss - One of the best experts on this subject based on the ideXlab platform.
-
mediating perceived parenting styles test anxiety relationships Academic Procrastination and maladaptive perfectionism
Learning and Individual Differences, 2014Co-Authors: Champika K Soysa, Andrea WeissAbstract:Abstract We investigated perceived authoritarian and authoritative parenting styles in mothers and fathers, Academic Procrastination, maladaptive perfectionism, and both affective and cognitive test anxieties using self-reports of 206 undergraduates (women = 160; men = 46). Supporting study hypotheses, Academic Procrastination and maladaptive perfectionism concurrently mediated the positive relationship between perceived authoritarian fathering and both affective and cognitive test anxieties, but only maladaptive perfectionism mediated the positive relationship between perceived authoritarian mothering and both affective and cognitive test anxieties. Conversely, supporting study hypotheses, Academic Procrastination and maladaptive perfectionism concurrently mediated the inverse relationship between perceived authoritative parenting (in mothers and fathers separately) and both affective and cognitive test anxieties. Our study added to the literature by establishing Academic Procrastination and maladaptive perfectionism as concurrent mediators in the relationships between perceived parenting styles and test anxiety, except for perceived authoritarian mothering. These findings could improve Academic success and retention efforts among vulnerable undergraduates.
