The paper aimed to investigate factors that influence the learning environment of college students through the observation of academic behaviors such as procrastination. The article explored the role of academic behavior on students’ success and persistence through two aspects. The first included the relationships between student procrastination and classroom environment with control of student conscientiousness. The second reflected whether the motivational environments of college classrooms were affected by academic procrastination in terms of grades. The pool of participants included 223 students at four different colleges in the southern USA (Corkin et al., 2020). The research method consisted of recruitment in the span of three semesters and surveying the students. The surveys were held face-to-face and through an online source as well, and both included demographic-based questions as well as Likert-scaled items. The study controlled for many variables such as the university of the participant, gender, and whether a student belonged to an underrepresented ethnic minority.
When analyzed through hierarchical regression, the study revealed that students who found classroom material more interesting were less likely to report high levels of procrastination. The analysis also displayed that motivational environments in which teachers are providing emotional support to the students and promoting respect and task-focused cooperation mediate academic procrastination. The study concluded that the improvement of student performance relies on the reduction of academic procrastination. This can be managed by creating desirable educational environments within college settings. The inclusion of interesting information, collaborative tasks, academic puzzles, and educational software are a number of suggested implementations that can alter the participation of college students and reduce procrastination. The study also suggests that instructors focus on maintaining respect and an awareness of the well-being of the students within the educational setting.
Reference
Corkin, D. M., Lindt, S. F., & Williams, P. S. (2020). Effects of positive college classroom motivational environments on procrastination and achievement.Learning Environments Research, 24, 299-313. Web.