UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Self-regulated learning is an active learning process including strategy use, meta meta- cognition, and motivation. Self Self-regulation failure is the core problem of academic
procrastination, which seriously threatens academic success. This research aims to
study t he direct effects of self self-regulated strategies on academic procrastination and
academic success among undergraduate students. It also investigated the mediation
effect of academic procrastination on meta meta-cognitive strategies, time management,
effort regula tion, and student’s academic success. A fully quantitative study was
conducted, and a questionnaire survey which includes Tuckman Procrastination Scale,
the Motivated Strategies for Learning Questionnaire, and the School Connectedness
Scale was conducted a mong 239 university students who learn English as a foreign
language. To explore the direct effects and indirect effects of time management, effort
regulation, meta meta-cognitive self self-regulation, academic procrastination, and academic
success, AMOS structural equation mode modeling was adopted to analyze the data, and 10
hypotheses were tested. The results showed that there exists a significant positive
relationship between meta meta-cognitive strategies and academic success. Learning
strategies like effort regulation, m etaeta-cognitive strategies, and time management are
associated with academic procrastination negatively, and academic procrastination is
related to academic success negatively. Time management and effort regulation do not
relate to academic success. The medi ation effects showed that Effort regulation and
time management have a significant posit ive indirect effect on student students’ academic
success by mediating academic procrastination, and academic procrastination does not
mediate the relationship between meta meta-cog nitive strategies and students’ academic
success. The application of effective self self-regulated strategies and the reduction of
academic procrastination can pr omote academic success among university EFL
students. The implications of this study can help educa tors or teachers to instruct
students to apply self self-regulated learning strategies and models to English learning
properly. For English learners, the better strategies they use, the less academic
procrastination, and the better academic success they achieve achieved. |
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LIST OF PUBLICATIONS
1. Bibliometric Analysis and Visualization of Academic Procrastination. Frontiers in Psychology, ISSN:1664-1078, 18 October 2021, SSCI Q2 (IF: 2.990) Published. (First author)
2. Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis. World Journal of English Language. ISSN 1925-0703, Vol. 13, No. 6; 2023, SCOPUS indexed, Published. (First author)
3. Linguistic Philosophy Category and Cultural Relevance in World English and Chinese English. CONVIVIUM, ISSN: 0010-8235, 2019 (38): 529-538, A&HCI, Published (Co-author).
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