Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in
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Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics Karee Dunn
# Springer Science+Business Media New York 2013
Abstract Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet to explore teaching and learning in online statistics courses. The purpose of the study was to ameliorate this gap in the literature by examining the influence of self-regulation, intrinsic motivation, and statistics anxiety on passive procrastination. The set of independent variables explained nearly thirty percent of the variance. Keywords Online education . Statistics anxiety . Self-regulation . Intrinsic motivation
Fueled by the recent economic downturn, institutions of higher education are reporting an increased demand for online degree programs (Allen and Seaman 2010). At the university where this study was conducted, many of the online graduate programs in education require a statistics course. Teaching and learning in the online environment presents challenges for any course; but for statistics courses, known to be challenging and stress inducing, these challenges are magnified. One such challenge for students enrolled in statistics courses is the tendency to procrastinate. This tendency was aptly described by a well-known entrepreneur, Victor Kiam, when he noted that, “procrastination is opportunity’s assassin.” While some research has explored the causes of this tendency in traditional class settings, no research has explored procrastination in online statistics courses. Thus, the purpose of this study was to conduct inaugural research with the quickly growing population of graduate students in education majors who are completing their statistics and research Karee Dunn has a Ph.D. in Educational Psychology from the University of Memphis. She is currently an Assistant Professor of Educational Psychology in the Eleanor Mann School of Nursing at the University of Arkansas. Her research focuses on student motivation and learning as well as the change process associated with adoption of new innovations in education and business. Email: [email protected] K. Dunn (*) Educational Statistics and Research Methods, College of Education and Health Professions, University of Arkansas, Fayetteville, AR 72701, USA e-mail: [email protected]
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methods requirements online (Allen and Seaman 2010). Specifically, I examined the influence of academic self-regulation, intrinsic motivation, and statistics anxiety on the tendency of students pursuing graduate degrees in education to procrastinate in an online statistics course. Academic procrastination is the purposeful and needless delay in completing class work that is detrimental to academic outcomes (Shaw et al. 20
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