The Relationship between Academic Procrastination and Self-Efficacy in Online Educational Model

DOI

10.2991/assehr.k.220401.074How to use a DOI?

Keywords

Academic Procrastination; Self-Efficacy; Online Educational Model

Abstract

This study reports a large literature review to examine the relationship between self-efficacy and academic procrastination in an online classroom environment. It finds that increased self-efficacy in online courses can effectively reduce and solve students’ academic procrastination, accordingly, improving students’ academic achievement. However, some issues should also be taken into consideration. Firstly, a more reliable scale for self-efficacy assessment in online educational model needs to be further developed; in addition, more qualitative and quantitative researches are needed to analyse the impact of students’ self-efficacy on their academic procrastination in the current online settings, so that enable students to have a more gradual and stable educational model.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Shipei Wang
PY  - 2022
DA  - 2022/04/08
TI  - The Relationship between Academic Procrastination and Self-Efficacy in Online Educational Model
BT  - Proceedings of the 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022)
PB  - Atlantis Press
SP  - 380
EP  - 385
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220401.074
DO  - 10.2991/assehr.k.220401.074
ID  - Wang2022
ER  -