Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination
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Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination
Running head: Article Summary and Critique 1
Article Summary and Critique 2
Summary and Critique of the Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination
Name
Date
Article Summary and Critique
Coming up next is a synopsis and study of “the Impact of Online Graduate Students’ Motivation and Self-Regulation on Academic Procrastination.” Following an outline of the examination, the data will be assessed as strengths, limitations, and moral contemplations are addressed.
Article Summary
Technology evolution, which facilitates online program learning raise issues about students concerns on different leaning strategies on a particular course. Rakes and Dunn focus their analysis on examining how effort-regulation, self-regulation ability, and intrinsic motivation affects online alumni learner’s procrastination
level, a habit that significantly influences their performance, both qualitatively and quantitatively. Overall, the study was predominantly guided by one inquiry: does student’s procrastination in online learning affected by intrinsic inspiration and application of effort regulation systems? It was deduced that procrastination
continued to rise among online students when both intrinsic motivation and self-regulation systems were reduced. Authors in this study introduce specific inherent motivation and effort regulation in empowering alumni students.
Article Critique
The scholarly critique will discuss the limitations, strengths and ethical consideration of the research.
Strengths and Limitations
Rakes and Dunn utilized questionnaires to gather information. The principle preferred position of using surveys is that an enormous number of individuals can generally be reached effectively and monetarily. A standard poll gives quantifiable responses to an examination subject. These answers are usually simple to
investigate. Exclusively, both effort regulation and intrinsic inspiration impact tarrying conduct are qualities that can be affected by online educators with an end goal to decrease procrastination. Additionally, the author’s work had another strength of using college understudies who go about as a Single Subject Research
Designs whereby the authors, rather than using a control group of subjects and a test group of subjects whose outcomes are contrasted with each other, the control and test estimations originated from the single subject.
Maybe a considerable limitation of the examination was that procrastination could be destructive to understudy accomplishment, and possibly especially unsafe in the online condition. Since the sample in the present analysis was little, further research with more significant samples of online alumni understudies are expected to investigate motivational and self-regulation factors and the impact of inborn inspiration and effort regulation on procrastination specifically. Such additional research would affirm the degree to which this convenience sample speaks to the number of populations in alumni understudies took on online programs.
Ethical Considerations
Rakes and Dunn seemed to have directed the examination and covered the results in an ethical approach. For instance, the authors unmistakably perceived the limitations of the sample. Confidentiality can be a challenge when the research includes individuals, so authors guaranteed that understudy privacies were ensured. Rakes and Dunn maintained privacy and confidentiality of understudies by not revealing understudies’ motivation and self-managed learning techniques concerning a particular course which protected members from potential harms including mental harm, for example, shame or misery.
Conclusion
This article study outline has addressed the strengths, limitations, and ethical contemplations related to both effort guideline and intrinsic inspiration among online alumni understudies, which affect procrastination. Predictable with the use of a self-reported measure of procrastination, the investigation opened entryways for future research.
References
Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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