Predicting Self-Regulated Learning and Academic Procrastination With Positive Psychological Factors
Evidence From Higher-Education English Learners’ Perceptions
Bibliographic Data
| ID | 13652247 |
|---|---|
| Authors | Yuxia Shi (0009-0005-5910-4554, Beijing Language and Culture University), Yupeng Lin (0000-0002-3182-2459, Beijing Language and Culture University), Yu Zhonggen (0000-0002-3873-980X, Beijing Language and Culture University, corresponding author), Zhonggen Yu (Beijing Language and Culture University) |
| Year | 2025 |
| Pages | 332941251351232-332941251351232 |
| Publication date | 2025-06-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/00332941251351232 |
| PMID | 40515750 |
| OpenAlex | W4411306927 |
| Language | EN |
| References cited | 97 |
Few studies have investigated the relationship between positive psychological factors, self-regulated learning, and academic procrastination based on the Self-Determination Theory. The present study examines 276 English as a foreign language (EFL) learners' responses and establishes the relationships among these constructs with partial least structural equation modeling. Higher-education EFL students' growth mindset positively and significantly predicts their metacognitive strategy. Mindful agency is a significantly positive predictor of adopting the cognitive strategy, metacognitive strategy, and resource management strategy. Adaptability positively and significantly predicts cognitive strategy, metacognitive strategy, and resource management strategy. Metacognitive strategy is a significantly positive predictor of academic procrastination. Adaptability directly and positively predicts academic procrastination. The educational level significantly moderates the relationship between mindful agency, adaptability, and self-regulated learning. The present study sheds light on the relationships among positive psychological factors, self-regulated learning strategies, and academic procrastination, which may enlighten targeted intervention and pedagogical reforms in EFL learning
Developmental psychology · Perception · Procrastination · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology · Technostress in Professional Settings
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| Citation velocity | historical |
|---|---|
| Highly cited | No |