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Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed‐Methods Inquiry
Author(s) -
Klassen Robert M.,
Krawchuk Lindsey L.,
Lynch Shane L.,
Rajani Sukaina
Publication year - 2008
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2008.00271.x
Subject(s) - procrastination , psychology , learning disability , set (abstract data type) , metacognition , social psychology , self efficacy , qualitative research , developmental psychology , clinical psychology , cognition , social science , neuroscience , sociology , computer science , programming language
The purpose of this mixed‐methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with ( n = 101) and without ( n = 107) learning disabilities (LD). In Study 1, the results from self‐report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self‐regulation and self‐efficacy for self‐regulation than those without LD. Procrastination was most strongly (inversely) related to self‐efficacy for self‐regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD‐related problems, self‐beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD.