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Full text release has been delayed at the author's request until December 16, 2024

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The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses

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2019, Doctor of Philosophy, Ohio State University, Educational Studies.
The primary goals of the present study are to examine the relationships between perceived course structures, conscientiousness, motivational beliefs, and academic procrastination and to identify adaptive perceived course structure patterns. A total of 209 undergraduate students enrolling in six highly self-paced online courses during the spring semester of the 2019 academic year participate in the present study. The results of path analysis and latent profile analysis show that facets of perceived course structures have differential relationships with motivational beliefs and academic procrastination. Perceived instructor engagement does not predict any motivational beliefs and academic procrastination. Perceived peer interaction only significantly predicts academic self-efficacy. Perceived content relevance predicts both academic self-efficacy and task value and is indirectly related to the self-report measure of academic procrastination. Perceived technology usability significantly predicts academic self-efficacy and emotional cost and is indirectly related to both the self-report measure and a behavioral indicator of academic procrastination. Three homogeneous subgroups of perceived course structures are uncovered. For a self-paced online course with minimal collaborative learning activities, it is suggested that an adaptive pattern of course structures should center on technology usability and content relevance. Conscientiousness is a consistent predictor of both self-report and behavioral measures of academic procrastination. Students’ tendency to be orderly, self-controlled, and hardworking is not only relevant for their learning in traditional classrooms but also an essential trait associated with mis-regulation in online courses. Motivational beliefs play an important role in connecting perceived course structures and academic procrastination. Although academic self-efficacy is not a predictor of academic procrastination, task value and emotional cost connect the effects of perceived content relevance and technology usability with students’ dilatory behaviors in online settings, respectively. The present study extends the literature by highlighting the role of perceived technology usability and content relevance in relation to motivational beliefs and academic procrastination. The identification of optimal course structure patterns also bears importance for the design of self-paced online courses in the future. The implications and the limitations of the present study and future research directions are presented in Chapter 5.
Kui Xie (Advisor)
Christopher Wolters (Committee Member)
Minjung Kim (Committee Member)
225 p.

Recommended Citations

Citations

  • Cheng, S.-L. (2019). The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536

    APA Style (7th edition)

  • Cheng, Sheng-Lun. The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses. 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.

    MLA Style (8th edition)

  • Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536

    Chicago Manual of Style (17th edition)