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Predicting Academic Procrastination in Online Courses: The Role of External Locus of Control and Other Mediator Variables

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Title: Predicting Academic Procrastination in Online Courses: The Role of External Locus of Control and Other Mediator Variables
Language: English
Authors: Murat Çinar (ORCID 0000-0003-4012-4174), Dilek Dogan (ORCID 0000-0001-6988-9547), Ömer Demir (ORCID 0000-0002-4178-0221)
Source: Education and Information Technologies. 2025 30(9):11751-11774.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Predictor Variables, Time Management, Online Courses, Locus of Control, Mediation Theory, Student Behavior, Asynchronous Communication, Distance Education, Internet, Undergraduate Students, Copyrights, Self Efficacy, Computer Use, Goal Orientation
DOI: 10.1007/s10639-024-13251-4
ISSN: 1360-2357
1573-7608
Abstract: This study aims to examine how external locus of control (eLoC) impacts students' academic procrastination behaviors in asynchronous distance education with regard to compulsive internet habits, cyberloafing, disrespect for copyright, learning goal orientation, and self-efficacy. The sample comprised a total of 916 undergraduate students. Mediation analyzes were conducted to elicit the relationships among the variables. Data were collected through an online inventory, which included a personal information form and various scales.The results indicated that eLOC positively predicted academic procrastination. This association is mediated by compulsive internet use, learning goals, self-efficacy, and disrespect for copyright. Moreover, this study also revealed mediator relationships between cyberloafing, compulsive internet use, self-efficacy, learning goal orientation, and disrespect for copyright. In conclusion, procrastination in distance education settings has a complex and multifaceted nature in terms of the interrelationships between self-perception, motivational beliefs, and distracting online behaviors.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475131
Database: ERIC
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  Data: Predicting Academic Procrastination in Online Courses: The Role of External Locus of Control and Other Mediator Variables
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  Data: <searchLink fieldCode="AR" term="%22Murat+Çinar%22">Murat Çinar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4012-4174">0000-0003-4012-4174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dilek+Dogan%22">Dilek Dogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6988-9547">0000-0001-6988-9547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ömer+Demir%22">Ömer Demir</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4178-0221">0000-0002-4178-0221</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 24
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  Data: 10.1007/s10639-024-13251-4
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  Data: 1360-2357<br />1573-7608
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  Data: This study aims to examine how external locus of control (eLoC) impacts students' academic procrastination behaviors in asynchronous distance education with regard to compulsive internet habits, cyberloafing, disrespect for copyright, learning goal orientation, and self-efficacy. The sample comprised a total of 916 undergraduate students. Mediation analyzes were conducted to elicit the relationships among the variables. Data were collected through an online inventory, which included a personal information form and various scales.The results indicated that eLOC positively predicted academic procrastination. This association is mediated by compulsive internet use, learning goals, self-efficacy, and disrespect for copyright. Moreover, this study also revealed mediator relationships between cyberloafing, compulsive internet use, self-efficacy, learning goal orientation, and disrespect for copyright. In conclusion, procrastination in distance education settings has a complex and multifaceted nature in terms of the interrelationships between self-perception, motivational beliefs, and distracting online behaviors.
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        Value: 10.1007/s10639-024-13251-4
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        PageCount: 24
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      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Time Management
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      – SubjectFull: Online Courses
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      – SubjectFull: Locus of Control
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Goal Orientation
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      – TitleFull: Predicting Academic Procrastination in Online Courses: The Role of External Locus of Control and Other Mediator Variables
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