Frontline Learning Research Article Swipe
Sari Lindblom‐Ylänne
,
Emmi Saariaho
,
Mikko Inkinen
,
Anne Haarala-Muhonen
,
Telle Hailikari
·
YOU?
·
· 2015
· Open Access
·
· DOI: https://doi.org/10.14786/flr.v3i2.154
YOU?
·
· 2015
· Open Access
·
· DOI: https://doi.org/10.14786/flr.v3i2.154
The study explored university undergraduates’ dilatory behaviour, more precisely, procrastination and strategic delaying. Using qualitative interview data, we applied a theory-driven and person-oriented approach to test the theoretical model of Klingsieck (2013). The sample consisted of 28 Bachelor students whose study pace had been slow during their first university year. Three student profiles emerged. The first concerned strategic delay and was represented by motivated students with strong self-efficacy beliefs who had intentionally postponed their studying. The second consisted of students whose delaying was unnecessary in nature; these students had minor self-regulation problems but were still motivated to study. The third profile consisted of procrastinating students who lacked self-regulation skills and had weaker self-efficacy beliefs. The results indicate that dilatory behaviour can vary from strategic delay to dysfunctional procrastination, and that different factors are related to these various types of dilatory behaviour. This study adds to our theoretical understanding of academic procrastination by empirically testing a new theoretical model of procrastination. In addition, the study opens a new ‘methodological path’ to explore dilatory behaviour qualitative instead of following a strong tradition of using quantitative methods.
Related Topics
Concepts
Procrastination
Dysfunctional family
Psychology
Pace
Bachelor
Bachelor degree
Qualitative research
Test (biology)
Qualitative property
Mathematics education
Social psychology
Clinical psychology
Sociology
Mathematics
Statistics
Social science
Geography
Biology
Paleontology
Geodesy
History
Archaeology
Metadata
- Type
- paratext
- Language
- en
- Landing Page
- https://doi.org/10.14786/flr.v3i2.154
- OA Status
- gold
- Cited By
- 28
- References
- 41
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W1887593683
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W1887593683Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.14786/flr.v3i2.154Digital Object Identifier
- Title
-
Frontline Learning ResearchWork title
- Type
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paratextOpenAlex work type
- Language
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enPrimary language
- Publication year
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2015Year of publication
- Publication date
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2015-06-05Full publication date if available
- Authors
-
Sari Lindblom‐Ylänne, Emmi Saariaho, Mikko Inkinen, Anne Haarala-Muhonen, Telle HailikariList of authors in order
- Landing page
-
https://doi.org/10.14786/flr.v3i2.154Publisher landing page
- Open access
-
YesWhether a free full text is available
- OA status
-
goldOpen access status per OpenAlex
- OA URL
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https://doi.org/10.14786/flr.v3i2.154Direct OA link when available
- Concepts
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Procrastination, Dysfunctional family, Psychology, Pace, Bachelor, Bachelor degree, Qualitative research, Test (biology), Qualitative property, Mathematics education, Social psychology, Clinical psychology, Sociology, Mathematics, Statistics, Social science, Geography, Biology, Paleontology, Geodesy, History, ArchaeologyTop concepts (fields/topics) attached by OpenAlex
- Cited by
-
28Total citation count in OpenAlex
- Citations by year (recent)
-
2025: 1, 2023: 2, 2022: 1, 2021: 4, 2020: 6Per-year citation counts (last 5 years)
- References (count)
-
41Number of works referenced by this work
- Related works (count)
-
10Other works algorithmically related by OpenAlex
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