Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities (original) (raw)
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Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry
… Research & Practice, 2008
The purpose of this mixed-methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n = 101) and without (n = 107) learning disabilities (LD). In Study 1, the results from self-report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self-regulation and self-efficacy for self-regulation than those without LD. Procrastination was most strongly (inversely) related to self-efficacy for self-regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD-related problems, self-beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD.
An Investigation of Academic Procrastination, Locus of Control, and Emotional Intelligence
In this research, the eff ects of emotional intelligence on the academic procrastination and locus of control tendencies of a group of university students are investigated. Th e sample of this study consists of 435 university students including 273 female students and 162 male students who were randomly selected from the population of Selçuk University students. Th e age range of the students varies in between 17-21 years old and the mean age is 20.19 years old. A personal information form, the Emotional Intelligence Scale, the Academic Procrastination Scale and the Locus of Control Scale were administered to the sample. Research findings show that the sub-scales of the Emotional Intelligence Scale, adaptability and coping with stress, are highly correlated with the students’ academic procrastination tendency scores (p < .05). Secondly, it was found that the two sub-scales of the Emotional Intelligence Scale, adaptability and general mood, could significantly predict the students’ locus of control scores (p < .05). Lastly, a negative correlation was found between emotional intelligence skills and both academic procrastination (p < .05) and locus of control (p < .01). Th e results were discussed in the light of the related literature.
Academic Procrastination in Higher Education
2015
Academic procrastination has been seen as an impediment to students ' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students ’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic self-efficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediatio...
Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities
Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In...
Journal of Social and Clinical Psychology, 2009
This study examined whether youth with learning disabilities reported more maladaptive cognitive self-regulatory characteristics known to influence learning motivation and performance. Specifically, 1,518 sixth-through twelfth-graders from two separate rural school districts with and without learning disabilities completed measures of academic self-efficacy, theories of intelligence, academic goal preferences, and attributions for exerting effort in academic contexts. We found that students with a learning disability were more likely to possess low academic self-efficacy, to believe that intelligence was fixed and nonmalleable, to prefer performance over learning goals, and to interpret the exertion of effort as meaning they possessed limited levels of ability. Theories of intelligence and academic self-efficacy were also found to influence goal preferences and ability attributions. Einally, mediational findings provided strong support for the notion that differences in goal preferences and effort attributions between youth with and without LD were largely due to the fact that youth with LD possessed greater entity views of intelligence and lower academic self-efficacy. Our findings add to existing studies that support Dweck's (1999) model and suggest that interventions for learning disabilities ought to target a broader range of cognitive self-regulatory processes.
Learning Disabilities and Emotional Intelligence
The Journal of psychology, 2017
The literature is conflicted around the subject of the emotional abilities of individuals with Specific Learning Disabilities (SLDs): While many claim cognitive challenges are associated with emotional difficulties, some suggest emotional and interpersonal abilities are not compromised in such disorders and may help individuals compensate and cope effectively with the challenges they meet in learning environments. Two studies explored differences in emotional intelligence (EI) between young adults with and without SLD. Two samples (matched on gender, approximate age, and program of study; n = 100, and unmatched; n = 584) of college students took self-report and performance-based tests of EI (Ability-EI) as well as a measure of self-esteem and demographics associated with college performance (e.g.: SAT scores, gender, etc.). The results showed that while SAT scores and ability emotional intelligence (Ability-EI) were associated with college GPA, Ability-EI did not differ between the ...
GMJACS, 2016
Academic performance of higher education learners is a major factor in the selection process while they enter in their professional lives or plan for further education. Therefore, academic performance of students is a prime concern for parents, teachers, administrators, and researchers. This research study aims to investigate factors that contribute towards perceived academic performance It further explores the impact of trait emotional intelligence and self-efficacy on perceived academic performance determines that how their relationship is moderated by socio-demographic variables. A survey is conducted in private universities of a metropolis and correlation and regression analysis is used to determine the impact of trait EI and self-efficacy on perceived academic performance of students. The findings reveal that self-report measures of trait EI and self-efficacy are significant factors in forming self-perceptions of academic performance in higher education learners. Emotional intelligence and self-efficacy are two factors which can change over time. EI can be gained and can increase over time through experience, reading, observing a model to perform the same behavior and other form of experiences (Bradberry & Greeves, 2005; Zimmerman, 2000). The aim of this research is to determine the effect of trait EI on students perceived academic performance with interplay of self-efficacy. It will also investigate the moderating role of socio-demographic factors on this relationship. The study revolves around two central questions: how do trait EI and self-efficacy affect perceived academic performance among higher education learners; and what moderating factors affect the relation of trait EI and self-efficacy with perceived academic performance?
Journal of Professional & Applied Psychology, 2021
The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, & Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotio...
International Journal of Technology and Inclusive Education
With time pressure and increased use of technology people nowadays tend to put off things or delay intended courses of action. The behaviour tendency to voluntarily postpone, delay or put off a task or decision is described as procrastination which has serious negative outcomes. The purpose of the study was to ascertain the causes of academic procrastination by pupils with learning disabilities in the secondary schools of Ilorin metropolis, Kwara State, Nigeria. Structured questionnaire consisting of statements about different factors responsible for procrastination was used to gather relevant information from respondents. Results of data analysis revealed that indecision, time management, lack of motivation, fear of failure, poor organizational skills, high stress, poor coping strategies and peer influence, in that descending order of importance or priority, were considered by participants as causes for their academic procrastination. Results also revealed gender differences in the causes of academic procrastination considered by the respondents. The results have implications for the creation of knowledge and awareness of factors responsible for academic procrastination among secondary school pupils in order to intervene in the negative consequences to the well-being of the pupils.