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Attributions for Procrastination Among Online Teacher Education Graduate Students
PROCEEDINGS

, , The University of Tennessee at Martin, United States ; , The University of Arkansas, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Causal attributions for academic failure are an important aspect of achievement motivation. One common failure in self-regulation among students is procrastination. An exploratory investigation of causal attributions for procrastination among teacher educators enrolled in an online graduate program was conducted. Participants were masters students enrolled in a teacher education program. Subjects were asked to describe their reasons for procrastination in their online courses. Forty-nine students provided responses to the open-ended question. Responses were analyzed for content and summarized. Responses revealed that three-fourths of the students attributed their procrastination behavior to external causes. Findings are discussed as they relate to reducing students’ tendency to procrastinate in the future. Suggestions for intervention are presented.

Citation

Rakes, G., Rakes, T. & Dunn, K. (2012). Attributions for Procrastination Among Online Teacher Education Graduate Students. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 796-801). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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