Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., De Ridder, D. T., & De Wit, J. B. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40(7), 1277-1293. https://doi.org/10.1002/ejsp.730
Ariely, D., & Wertenbroch, K. (2002). Procrastination, deadlines, and performance: Self-control by precommitment. Psychological science, 13(3), 219-224. https://doi.org/10.1111/1467-9280.00441
Azevedo, R., & Feyzi-Behnagh, R. (2011). Dysregulated learning with advanced learning technologies. Journal of e-Learning and Knowledge Society, 7(2). https://doi.org/10.20368/1971-8829/517
Azevedo, R., Witherspoon, A. M., Chauncey, A., Burkett, C., and Fike, A. (2009). MetaTutor: a metacognitive tool for enhancing self-regulated learning, in Paper Presented at the AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems, Arlington, VA. https://www.aaai.org/ocs/index.php/FSS/FSS09/paper/viewPaper/995
Beltul-Yilmaz, M. B. (2017). The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments. Journal of Education and Training Studies, 5(9), 146-157. https://doi.org/10.11114/jets.v5i9.2545
Blouin‐Hudon, E. M. C., & Pychyl, T. A. (2017). A mental imagery intervention to increase future self‐continuity and reduce procrastination. Applied Psychology, 66(2), 326-352. https://doi.org/10.1111/apps.12088
Bogarín, A., Cerezo, R., & Romero, C. (2018). Discovering learning processes using inductive miner: A case study with learning management systems (LMSs). Psicothema, 30(3), 322-329, https://doi.org/10.7334/psicothema2018.116
Cakıcı, D. C. (2003). An examination of the general procrastination behavior and academic procrastination behavior in high-school and university students. Unpublished master’ s thesis, Ankara: Ankara University.
Carden, R., Bryant, C., & Moss, R. (2004). Locus of control, test anxiety, academic procrastination, and achievement among college students. Psychological reports, 95(2), 581-582. https://doi.org/10.2466/pr0.95.2.581-582
Çelik, Ç., & Odacı, H. (2018). Psycho-educational group intervention based on reality therapy to cope with academic procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 36(3), 220-233. https://doi.org/10.1007/s10942-017-0283-1
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., & Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36. https://doi.org/10.1016/j.ejeps.2015.10.004
Cerezo, R., Bogarín, A., Esteban, M., & Romero, C. (2020). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1), 74-88. https://doi.org/10.1007/s12528-019-09225-y
Cerezo, R., Esteban, M., Sánchez-Santillán, M., & Núñez, J. C. (2017). Procrastinating behavior in computer-based learning environments to predict performance: A case study in Moodle. Frontiers in psychology, 8, 1403. https://doi.org/10.3389/fpsyg.2017.01403
Davis, D. R., & Abbitt, J. T. (2013). An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology. Journal of Interactive Online Learning, 12(3). https://www.ncolr.org/jiol/issues/pdf/12.3.1.pdf
De la Fuente, J., Sander, P., Garzón-Umerenkova, A., Vera-Martínez, M. M., Fadda, S., & Gaetha, M. L. (2021). Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.602904
Duru, E., & Balkis, M. (2014). The roles of academic procrastination tendency on the relationships among self-doubt, self-esteem and academic achievement. Egitim ve Bilim, 39(173). https://acortar.link/kR5hAK
Düsmez, İ., & Barut, Y. (2016). Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness. Participatory Educational Research, 3(1), 1-13. https://doi.org/10.17275/per.15.36.3.1
Erdos-Yastibas, A. E. (2020). Understanding and Dealing with Academic Procrastination. i-Manager's Journal on English Language Teaching, 10(1), 1. https://doi.org/10.26634/jelt.10.1.16559
Ferrari, J. R., Diaz-Morales, J. F., O'Callaghan, J., Diaz, K., & Argumedo, D. (2007). Frequent behavioral delay tendencies by adults: International prevalence rates of chronic procrastination. Journal of Cross-Cultural Psychology, 38(4), 458-464. https://doi.org/10.1177/0022022107302314
Goda, Y., Yamada, M., Kato, H., Matsuda, T., Saito, Y., & Miyagawa, H. (2015). Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes. Learning and Individual Differences, 37, 72-80. https://doi.org/10.1016/j.lindif.2014.11.001
Gustavson, D. E., du Pont, A., Hatoum, A. S., Rhee, S. H., Kremen, W. S., Hewitt, J. K., & Friedman, N. P. (2017). Genetic and environmental associations between procrastination and internalizing/externalizing psychopathology. Clinical Psychological Science, 5(5), 798-815. https://doi.org/10.1177/2167702617706084
Häfner, A., Oberst, V., & Stock, A. (2014). Avoiding procrastination through time management: An experimental intervention study. Educational Studies, 40(3), 352-360. https://doi.org/10.1080/03055698.2014.899487
Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire (Doctoral dissertation, Carleton University).
Hensley, L., Kulesza, A., Peri, J., Brady, A. C., Wolters, C. A., Sovic, D., & Breitenberger, C. (2021). Supporting Undergraduate Biology Students’ Academic Success: Comparing Two Workshop Interventions. CBE—Life Sciences Education, 20(4), ar60. https://doi.org/10.1187/cbe.21-03-0068
Höcker, A., Engberding, M., & Rist, F. (2013). Prokrastination: ein manual zur behandlung des pathologischen aufschiebens (Vol. 69). Hogrefe Verlag.
Jo, I., Kim, D, & Yoon, M (2014). Analyzing the log patterns of adult learners in LMS using learning analytics. In Proceedings of the Fourth International Conference on Learning Analytics And Knowledge (pp. 183–187). ACM.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931. https://doi.org/10.1016/j.cedpsych.2007.07.001
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. https://doi.org/10.1016/j.paid.2015.02.038
Küchler, A. M., Albus, P., Ebert, D. D., & Baumeister, H. (2019). Effectiveness of an internet-based intervention for procrastination in college students (StudiCare Procrastination): Study protocol of a randomized controlled trial. Internet interventions, 17, 100245. https://doi.org/10.1016/j.invent.2019.100245
Landa-Ramírez, E., & Arredondo-Pantaleón, A. (2014). Herramienta PICO para la formulación y búsqueda de preguntas clínicamente relevantes en la psicooncología basada en la evidencia. Psicooncología, 11. https://doi.org/10.5209/rev_PSIC.2014.v11.n2-3.47387
Myrick, J. G. (2015). Emotion regulation, procrastination, and watching cat videos online: Who watches Internet cats, why, and to what effect? Computers in human behavior, 52, 168-176. https://doi.org/10.1016/j.chb.2015.06.001
Moreno, A. G., & Jurado, M. D. M. M. (2021). Una revisión sistemática sobre las variables relacionadas con las habilidades sociales y la creatividad en el periodo de la adolescencia. Apuntes de Psicología, 39(3). https://www.apuntesdepsicologia.es/index.php/revista/article/view/907
Nicholas, J., Larsen, M. E., Proudfoot, J., & Christensen, H. (2015). Mobile apps for bipolar disorder: a systematic review of features and content quality. Journal of medical Internet research, 17(8), e4581. https://doi.org/10.2196/jmir.4581
Núñez Pérez, J. C., Cerezo Menéndez, R., Bernardo Gutiérrez, A. B., Rosário, P. J. S. L. D. F., Valle Arias, A., Fernández Alba, M. E., & Suárez Fernández, N. (2011). Implementation of training programs in self-regulated learning strategies in Moodle format: Results of an experience in higher education. Psicothema. 23, 274–281. http://hdl.handle.net/11162/4022
Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan-a web and mobile app for systematic reviews. Systematic Reviews, 5, 210. https://doi.org/10.1186/s13643-016-0384-4
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
Rozental, A., & Carlbring, P. (2013). Internet-based cognitive behavior therapy for procrastination: Study protocol for a randomized controlled trial. JMIR Research Protocols, 2(2), e2801. https://doi.org/10.2196/resprot.2801
Rozental, A., Boettcher, J., Andersson, G., Schmidt, B., & Carlbring, P. (2015). Negative effects of internet interventions: a qualitative content analysis of patients' experiences with treatments delivered online. Cognitive Behaviour Therapy, 44(3), 223-236. https://doi.org/10.1080/16506073.2015.1008033
Sanchez-Santillan, M., Paule-Ruiz, M., Cerezo, R., & Alvarez-García, V. (2016). MeL: Modelo de adaptación dinámica del proceso de aprendizaje en eLearning. Anales de Psicología/Annals of Psychology, 32(1), 106-114. https://doi.org/10.6018/analesps.32.1.195071
Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short‐term mood regulation: Consequences for future self. Social and personality psychology compass, 7(2), 115-127. https://doi.org/10.1111/spc3.12011
Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological bulletin, 137(3), 421. https://doi.org/10.1037/a0022777
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological bulletin, 133(1), 65. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. https://doi.org/10.1002/per.1851
Toker, B., & Avcı, R. (2015). Effect of cognitive-behavioral-theory-based skill training on academic procrastination behaviors of university students. 15(5), 1157-1168. https://doi.org/10.12738/estp.2015.5.0077
Tuckman, B. W. (2007). The effect of motivational scaffolding on procrastinators’ distance learning outcomes. Computers & Education, 49(2), 414-422. https://doi.org/10.1016/j.compedu.2005.10.002
Tuckman, B. W., & Schouwenburg, H. C. (2004). Behavioral Interventions for Reducing Procrastination Among University Students. https://doi.org/10.1037/10808-007
Uzun, B., LeBlanc, S., & Ferrari, J. R. (2020). Relationship between academic procrastination and self-control: the mediational role of self-esteem. College Student Journal, 54(3), 309-316. https://acortar.link/jrolF6
van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. https://doi.org/10.1016/j.edurev.2018.09.002
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational psychology review, 20(4), 429-444. https://doi.org/10.1007/s10648-008-9080-9
Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of Prevention & Intervention in the Community, 46(2), 117-130. https://doi.org/10.1080/10852352.2016.1198154
Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830. https://doi.org/10.1007/s10459-018-9832-3
Zarrin, S. A., Gracia, E., & Paixão, M. P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory & Practice, 20(3), 34-43. https://doi.org/10.12738/jestp.2020.3.003
留言 (0)