A Study of the Relationship between Achievement Goal Orientation on Online Academic Procrastination among Junior High School Students: Multiple mediation analysis of task value and motivational regulation
Given the far-reaching impact of K-12 online education on China’s educational services, and that there is no research on academic procrastination behavior in the online learning setting for the junior high school student population, based on achievement goal orientation theory, expectancy-value theory, and procrastination model theories, the study explores the relationship between achievement goal orientation, online learning task value, motivational regulation strategies and academic procrastination using the questionnaire approach with 880 junior high school students who are studying online courses through various online platforms. Results indicated that (1) junior high school students' overall level of online academic procrastination was not severe. (2) The students’ overall use of motivational regulation strategies in online learning was at an intermediate level. The most used motivational regulation strategies by junior high school students in online learning were environmental control, mastery self-talk, performance self-talk, interest enhancement, and self-reward, in that order. (3) Mastery-approach orientation was related negatively, while performance-avoidance orientation was related positively to academic procrastination. Correlation between mastery-avoidance orientation, performance-approach orientation and academic procrastination failed to reach significance. (4) Mediational analysis verified task value as a partial mediator of the effect of mastery-approach on academic procrastination, and its suppressing effect of the direct effect of mastery-avoidance and performance-approach orientations on academic procrastination. (5) The analysis also validated motivational regulation as a partial mediator of the effect of mastery-approach on academic procrastination, and its suppressing effect of mastery-avoidance and performance-approach on academic procrastination. (6) Task value and motivational regulation also play a chain mediating role between mastery-approach and academic procrastination, while their chain mediating effects of mastery-avoidance and performance-approach on academic procrastination turn out to be suppressing effect. The study extends the research of related theories in online learning setting, provides empirical support for the construct of model of procrastination. Recommendations for enhancing junior school students' online learning effectiveness are also presented in terms of developing reasonable achievement goal orientation, optimizing the task value of online courses, and guiding and intervening in the use of motivational regulation strategies.
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