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Student pacing in a master's level course: Procrastination, preference, and performance.

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  • 1Simmons University.

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Summary
This summary is machine-generated.

Students often procrastinate, but a study found that while contingent access to study materials reduced procrastination, most students preferred noncontingent access, impacting course design for better pacing.

Keywords:
choicecontingencygraduate studentonline learningprocrastinationstudent pacing

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Area of Science:

  • Educational Psychology
  • Behavioral Economics

Background:

  • Student procrastination is a prevalent issue, with many learners wishing to overcome it.
  • Previous research explored contingent access to study materials to manage study behavior.

Purpose of the Study:

  • To replicate and extend previous research on contingent versus noncontingent access to study materials.
  • To evaluate student preference for different access conditions using a choice procedure.
  • To assess the impact on study behavior and academic performance.

Main Methods:

  • Replication of Perrin et al. (2011) in a graduate-level course.
  • Utilized a choice procedure to determine student preference between contingent and noncontingent access.
  • Employed varied measures to evaluate performance outcomes.

Main Results:

  • Contingent access to study materials effectively reduced procrastination behaviors.
  • Despite reduced procrastination, students predominantly selected the noncontingent access condition.
  • End-of-semester survey preferences mirrored in-semester choices.

Conclusions:

  • While contingent access can mitigate procrastination, student preference often favors noncontingent access.
  • Findings suggest a need to re-evaluate graduate course design to balance pacing with student preferences.
  • Recommendations are provided for future research on optimizing course structures for student self-regulation and satisfaction.