TITLE:
Teacher’s Assessment for Students’ Learning in Classroom Using Lesson Study and Open Approach
AUTHORS:
Sirirat Chaona, Narumol Inprasitha
KEYWORDS:
Assessment for Learning; Open Approach; Lesson Study
JOURNAL NAME:
Psychology,
Vol.4 No.12,
December
31,
2013
ABSTRACT: Previous procrastination research has provided considerable support for
procrastination as a failure of self-regulation. However, procrastination has
rarely been examined in relation to models of self-regulated learning. The
purpose of this study was to understand the motives and reasons for academic procrastination
from a self-regulated learning perspective. The current study employed a
mixed-methods design in which participants completed several survey instruments
of academic procrastination, self-regulation, and academic motivation and
participated in semi-structured interviews. Findings indicated that academic
procrastination was related to poor self-regulatory skills and defensive behaviors
including self-handicapping strategies. Only limited support for students’
demonstration of procrastination as an adaptive behavior (or, active procrastination) was also
indicated. Limitations and implications for future research are discussed.