the effect of motivational beliefs and procrastination on self-regulation with the mediating role of helpseeking on high school students
Subject Areas : PsychologyNayere Alaei 1 , zahra naghsh 2 * , Sogand Ghasemzade 3
1 - Department of Educational Psychology and Counselling, Faculty of Psychology and Education Sciences. University of Tehran, Tehran, Iran.
2 - Department of Educational Psychology and Counselling, Faculty of Psychology and Education Sciences. University of Tehran, Tehran, Iran.
3 - Faculty of Psychology and Education Sciences. ,University of Tehran, Tehran, Iran.
Keywords: self-regulation, Self-regulation learning , help seeking, motivational beliefs, procrastination,
Abstract :
Aim of the current study was to investigate the mediating role of help seeking in the relationship among self- regulation, motivation beliefs and procrastination. To fullfill the stated goal, 300male and female of students of the firs year of high school (seventh,eighth,ninth) in Tehran using multistage cluster sampling method were selected For assessing the research variables, the participants completed the Bufard (1995)academic self-regulation scaIl, Rian Pentrich helpseeking (1997) and Takman procrastination questionnaires (1998)&motivational strategies MSLQ(1990). The present research method was used in descriptive-correlational designs of path analysis. Findings showed that motivational belifes have a significant positive effect on help-seeking and self-regulation and seeking help on self-regulation have a significant positive effect and procrastination has a significant negative effect on self-regulation and help-seeking and motivational beliefs. Based on these findings, it can be concluded that procrastination and motivational beliefs can transform self-regulation in students through help-seeking.Therefore,this research can be examined at the family level to be able to understand the factors affecting self-regulation within the family.
تقوایی نیا،علی (1397)، تاثیر آموزش راهبرد های فراشناختی بر کمک طلبی و تعلل ورزی تحصیلی دانشجویان مشروطی. فصلنامه راهبردهای شناختی در یادگیری. سال ششم، (11): 22-1.
قدم پور، عزت؛ سرمد، زهره. (1382). نقش باورهای انگیزشی در رفتار کمک طلبی و پیشرفت تحصیلی دانش آموزان. مجله روانشناسی. 7 (2 (پیاپی 26): 112-126.
کابینی مقدم، سلیمان؛ انتصارفومنی، غلامحسین؛ حجازی، مسعود؛ اسدزاده، حسن. (1397). اثربخشی آموزش راهبرد یادگیری خودگردان در افزایش سرزندگی تحصیلی و وجدان تحصیلی دانش آموزان اهمال کار. روانشناسی تربیتی. 14(50 ): 171-193.
کجباف، محمد باقر؛ مولوی، حسین؛ شیرازی تهرانی. (1382). رابطه باورهای انگیزشی و راهبردهای یادگیری خودتنظیمی با عملکرد تحصیلی دانش‌آموزان دبیرستانی. تازه های علوم شناختی, 5(1): 27-33.
مطیعی، حورا؛ حیدری، محمود؛ صادقی، منصوره. (1391). پیش بینی اهمال کاری تحصیلی بر اساس مولفه های خودتنظیمی در دانش آموزان پایه اول دبیرستان های شهر تهران. روانشناسی تربیتی. 8(24): 49-70.
Attari M، Ozgoli G & Solhi M. (2016). Study of Relationship between Illness Perception and Delay in Seeking Help for Breast Cancer Patients Based on Leventhal’s Self-Regulation Model. Journal of Cancer Prevention، 17،167-174
Bathje، G. J.، Pryor، J. B. (2011). The Relationships of public and self-stigma to seeking mental health services. Journal of Mental Health Counseling، 33(2)، 161-176.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Cheng، K.، Tsai، C. (2011). “An investigation of Taiwan university students’ perceptions of online academic help seeking and their web-based learning self-efficacy”. The Internet and Higher Education، 14(3)،150-157.
De la Fuente, J., Sander, P., Martínez-Vicente, J. M., Vera, M., Garzón, A., & Fadda, S. (2017). Combined effect of levels in personal self-regulation and regulatory teaching on meta-cognitive, on meta-motivational, and on academic achievement variables in undergraduate students. Frontiers in Psychology, 8, 232.
Du, J., Xu, J., & Fan, X. (2016). Investigating factors that influence students' help seeking in math homework: A multilevel analysis. Learning and Individual Differences, 48, 29-35
Fernie ،Bruce A.، Zinnia Bharucha، Ana V. Nikčević، Claudia Marino، Marcantonio M. Spada. (2017).A Metacognitive Model of Procrastination. Journal of Affective Disorders، 3،(16)،1-31
Gupta, R., Hershey, D. A., Gaur, J. (2012). “Time perspective and procrastination in the workplace: An empirical investigation”. Current Psychology, 31(2), 195-211.
Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, T. C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescentsHigh Ability Studies, 30(1-2), 147-166.
Chen, H.L., McDermott, R. C., Lopez, F. G. (2015). “Mental health, self-stigma, and help-seeking intentions among emerging adults: An attachment perspective. Counseling Psychologist
Howell, A. J., & Watson, D. C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43(1), 167-178.
Kiefer, S. M., & Shim, S. S. (2016). Academic help seeking from peers during adolescence: The role of social goals. Journal of Applied Developmental Psychology, 42, 80-88.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
Pachecodel Castillo, L. A. (2017). Dominican college students’ experiences of distress, help-seeking and stigma.
Mbato, C. L., & Cendra, A. (2019). Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education), 5(1), 66-82.
Mahasneh, R. A., Sowan, A. K., & Nassar, Y. H. (2012). Academic help-seeking in online and face-to- face learning environments. E-Learning and Digital Media, 9(2), 196-210.
Meirav، H.، Marina، G. (2014). “Academic procrastination، emotional intelligence، academic self -efficacy، and GPA: A Comparison between students with and without learning disabilities”. Journal of Learning Disabilities، 47(2) ، 21-31
Michel, C., Schnyder, N., Schmidt, S. J., Groth, N., Schimmelmann, B. G., & Schultze-Lutter, F. (2018). Functioning mediates help-seeking for mental problems in the general population. European Psychiatry, 54, 1-9.
Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72, 38-45.
Ocak G، Yamac A. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research. 82، 124-134.
Ocak G، Yamac A. (2013). Examination of the Relationships between Fifth Graders’Self-regulated Learning Strategies، Motivational Beliefs، Attitudes and Achievement. Journal of Educational Sciences: Theory & Practice. 13 (1) ، 380-
387.
Pacheco del Castillo, L. A. (2017). Dominican college students’ experiences of distress, help-seeking and stigma. A dissertation submitted to the Graduate Collegein partial fulfillment of the requirements for the degree of Doctor of
Philosophy Counselor Education and Counseling Psychology. Western Michigan University.
Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40
Robson D ، Allen M & Howard S. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Journal of Faculty of Social Sciences Papers. 4656.،research Online
Shim, S. S., Rubenstein, L. D., & Drapeau, C. W. (2016). When perfectionism is coupled with low achievement: The effects on academic engagement and help seeking in middle school. Learning and Individual Differences, 45, 237-244.
Stead, R., Shanahan, M. J., & Neufeld, R. W. (2010). “I’ll go to therapy, eventually”: Procrastination, stress and mental health. Personality and individual differences, 49(3), 175-180
Smit، K.، de Brabander، C. J.، Boekaerts، M.، & Martens، R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research، 82، 124-134.
Utami M، Arbiansyah T & Hidayati، Y. (2020). Influense of stress and self-regulation learning on academic procrastination. Europen Journal of Education Studies،7،(7)، 438-446
Viberg, O., Khalil, M., & Baars, M. (2020, March). Self-regulated learning and learning analytics in
online learning environments: A review of empirical research. In Proceedings of the tenth international conference on learning analytics & knowledge (pp. 524-533).
Wolters، C.A. (2003).Understanding Procrastination from a Self- Regulated Learning Perspective. J. q. Psychol. 95(1) ،179-187.
Yang Z، Asbury K & Griffiths M. (2019). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety، Academic Procrastination، Self- Regulation and Subjective Wellbeing. Journal of Int J Ment Health Addiction .17،596–614.
Zimmerman.B،J& martinez-pons، (1988).Constrat validation of a strategy model student self – regulated learning. Journal of educational psychology. 80،352،358