Individual values, learning routines and academic procrastination
F Dietz, M Hofer, S Fries - British Journal of Educational …, 2007 - Wiley Online Library
F Dietz, M Hofer, S Fries
British Journal of Educational Psychology, 2007•Wiley Online LibraryBackground. Academic procrastination, the tendency to postpone learning activities, is
regarded as a consequence of postmodern values that are prominent in post‐industrialized
societies. When students strive for leisure goals and have no structured routines for
academic tasks, delaying strenuous learning activities becomes probable. Aims. The model
tested in this study posits that postmodern value orientations are positively related to
procrastination and to a lack of daily routines concerning the performance of academic …
regarded as a consequence of postmodern values that are prominent in post‐industrialized
societies. When students strive for leisure goals and have no structured routines for
academic tasks, delaying strenuous learning activities becomes probable. Aims. The model
tested in this study posits that postmodern value orientations are positively related to
procrastination and to a lack of daily routines concerning the performance of academic …
Background. Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post‐industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable.
Aims. The model tested in this study posits that postmodern value orientations are positively related to procrastination and to a lack of daily routines concerning the performance of academic activities. In contrast, modern values are negatively related to procrastination and positively to learning routines. Academic procrastination, in‐turn, should be associated with the tendency to prefer leisure activities to schoolwork in case of conflicts between these two life domains.
Sample. Seven hundred and four students from 6th and 8th grade with a mean age of 13.5 years participated in the study. The sample included students from all tracks of the German educational system.
Method. Students completed a questionnaire containing two value prototypes as well as scales on learning routines and procrastination. Decisions in motivational conflicts were measured using two vignettes.
Results and Conclusions. Results from structural equation modelling supported the proposed model for the whole sample as well as for each school track. A planned course of the day can prevent procrastination and foster decisions for academic tasks in case of conflicts. Students' learning takes place within a societal context and reflects the values held in the respective culture.
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