Self-regulation coaching to alleviate student procrastination: Addressing the likeability of studying behaviours

Sims, Ceri M. (2014) Self-regulation coaching to alleviate student procrastination: Addressing the likeability of studying behaviours. International Coaching Psychology Review, Vol. 9 (2). pp. 147-164. ISSN 1750-2764

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Abstract

Students who habitually procrastinate may be at risk of underachieving academically as well as putting their health and well-being in jeopardy. The current review of research on procrastination leads to the identification of four broad task likeability factors as encapsulating a range of procrastination patterns. These are: (1) perceived low level of task enjoyment; (2) anticipation of aversive outcomes; (3) estimated inability to do the task; and (4) competing attractiveness of alternative tasks. Each of these low task likeability factors can lead to procrastination when accompanied by particular self-regulation shortcomings, identified respectively as intrinsic/extrinsic motivation, anxieties of performance evaluation, low self-efficacy of performance and weak attentional control of distracters. A self-regulation coaching framework is proposed as a comprehensive way to address academic procrastination. After identifying the low task likeability areas that are involved when faced with an assignment, student coachees can be facilitated to raise self-awareness and develop necessary self-regulation strategies to alleviate their procrastination patterns. The practical implications of this coaching approach are potentially vast. Therefore, further research to evaluate its efficacy is recommended as the next step towards this endeavour

Item Type: Article
Members: Bucks New University
Depositing User: ULCC Admin
Date Deposited: 14 Dec 2015 10:41
Last Modified: 07 Apr 2017 13:55
URI: http://collections.crest.ac.uk/id/eprint/9553

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