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Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach

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DOI: 10.4236/psych.2013.412156    3,291 Downloads   4,891 Views   Citations

ABSTRACT

Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handicapping strategies. Only limited support for students’ demonstration of procrastination as an adaptive behavior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Chaona, S. & Inprasitha, N. (2013). Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach. Psychology, 4, 1069-1072. doi: 10.4236/psych.2013.412156.

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