PL EN


2019 | 5 | 2 | 49-65
Article title

Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination

Content
Title variants
Languages of publication
PL
Abstracts
PL
Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.
Year
Volume
5
Issue
2
Pages
49-65
Physical description
Dates
published
2019-02-01
Contributors
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.ojs-issn-2543-6155-year-2019-volume-5-issue-2-article-8430
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