Predicting Self-Regulated Learning and Academic Procrastination With Positive Psychological Factors: Evidence From Higher-Education English Learners’ Perceptions

Abstract

Few studies have investigated the relationship between positive psychological factors, self-regulated learning, and academic procrastination based on the Self-Determination Theory. The present study examines 276 English as a foreign language (EFL) learners’ responses and establishes the relationships among these constructs with partial least structural equation modeling. Higher-education EFL students’ growth mindset positively and significantly predicts their metacognitive strategy. Mindful agency is a significantly positive predictor of adopting the cognitive strategy, metacognitive strategy, and resource management strategy. Adaptability positively and significantly predicts cognitive strategy, metacognitive strategy, and resource management strategy. Metacognitive strategy is a significantly positive predictor of academic procrastination. Adaptability directly and positively predicts academic procrastination. The educational level significantly moderates the relationship between mindful agency, adaptability, and self-regulated learning. The present study sheds light on the relationships among positive psychological factors, self-regulated learning strategies, and academic procrastination, which may enlighten targeted intervention and pedagogical reforms in EFL learning.

Keywords

Growth mindset mindful agency adaptability self-regulated learning self-determination theory academic procrastination

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