This study investigated the relations among procrastination, motivational beliefs, and self-regulated learning with a sample of 8th and 9th grade Singaporean students (N = 442). It examined the role of procrastination on self-regulated learning through motivational beliefs in science using structural equation modelling. The results showed positive relations of procrastination with task value, self-efficacy and test anxiety, as well as use of learning strategies. In addition, t- test analyses revealed significant gender and grade level differences in motivational beliefs. Procrastination accounted for enough variation in motivational beliefs to emerge as a significant predictor, suggesting that procrastination could influence motivational beliefs and improve self-regulated learning. The effect of procrastination on self-regulated learning via motivational beliefs was significant. Limitations and implications were also included.
"Exploring Procrastination and Self-regulated Learning Through Motivational Beliefs,"
Journal of Research Initiatives: Vol. 3
, Article 11.
Available at: https://digitalcommons.uncfsu.edu/jri/vol3/iss3/11