Self-directed profile and procrastination in on-line university students
Abstract
A common assumption is that self-directed learning may be a characteristic of university students, especially those who learn online and have job responsibilities. However, research into instruments that measure self-direction in different student populations remains underdeveloped. The aim of this study was to examine the validity and reliability of the CIPA+ self-directed profile inquiry questionnaire (the Cuestionario de Indagación del Perfil Autodirigido), and to explore the relationship with academic procrastination. The participants were 194 Ecuadorian students of both genders (123 women) and various educational levels. Unlike the original four-factor CIPA+, factor analysis revealed a mono-factorial structure with high internal consistency. It was found that self-direction has a low and negative relationship with academic procrastination, and that both men and women have the same level of self-direction and procrastination. In other words, it seems that an increase in student self-discipline and autonomy is associated with a reduction in postponing academic activities during online classes. It concludes by suggesting more CIPA+ studies in different populations, and that educators use these instruments accompanied by measurement of academic performance.
Keywords
learning conditions, learning processes, individual work, self-directed learning, academic procrastinationReferences
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