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Differences in Learning Characteristics Between Students With High, Average, and Low Levels of Academic
Lennart Visser1, Fred A J Korthagen2, Judith Schoonenboom3
1Master's Program for Teachers, Driestar Christian University for Teacher Education, Gouda, Netherlands.
Frontiers in Psychology
|June 13, 2018
Summary
This study reveals that while factors influencing learning are common among students, their impact on academic procrastination varies. High procrastination students exhibit more procrastination behavior when faced with these factors compared to average students.
Area of Science:
- Educational Psychology
- Student Learning Behavior
Background:
- Academic procrastination is widely researched, yet differences in influencing factors and their impact across student groups remain underexplored.
- Understanding how learning characteristics and self-regulation differ among students with varying procrastination levels is crucial for targeted interventions.
Purpose of the Study:
- To compare learning characteristics and self-regulation behaviors across three groups of first-year teacher education students: low, average, and high academic procrastination.
- To identify how students with different procrastination levels perceive and manage factors influencing their academic success.
Main Methods:
- A mixed-methods approach was used, involving a questionnaire to categorize students by procrastination level (N=22) and semi-structured interviews.
- Participants were divided into low (n=8), average (n=8), and high (n=6) procrastination groups based on questionnaire scores.
- Qualitative data from interviews were analyzed to identify emergent themes regarding students' experiences with academic challenges.
Main Results:
- Six key themes emerged: degree program choice, initiating study, engagement, reaction to failure, self-perception, and study outcomes.
- Factors negatively influencing learning are frequently present for students with average and high procrastination levels.
- While these factors trigger procrastination in high-procrastination students, they do not consistently lead to procrastination behavior in average-procrastination students.
Conclusions:
- Recognizing individual differences in managing learning-influencing factors is vital for addressing academic procrastination.
- The study highlights that the mere presence of influencing factors does not automatically equate to procrastination behavior, suggesting a nuanced understanding is needed for average procrastinators.