The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination

The Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination

Glenda C. Rakes
The University of Tennessee, Martin

Karee E. Dunn
The University of Arkansas

Abstract

With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students’ levels of academic procrastination, behavior that can adversely affect both the quality and quantity of student work. This research was guided by one primary question: Are online graduate students’ intrinsic motivation and use of effort regulation strategies predictive of procrastination? Results indicated that as intrinsic motivation to learn and effort regulation decrease, procrastination increases. Specific strategies for encouraging effort regulation and intrinsic motivation in online graduate students are presented.

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About the Author(s)...

Glenda C. Rakes is a Professor of Instructional Technology at the University of Tennessee at Martin. Dr. Rakes’ current research relates to the evaluation of online learning environments and teacher beliefs regarding the use of instructional technology. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

Karee E. Dunn is an Assistant Professor in Educational Statistics and Research Methods at the University of Arkansas. She also works with the National Office for Research on Measurement and Evaluation Systems. Her current research centers on teacher learner-centered beliefs and formative assessment. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..