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Relevant bibliographies by topics / Academic procrastination；emotion regulation / Dissertations / Theses

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Dissertations / Theses on the topic 'Academic procrastination；emotion regulation'

Author: Grafiati

Published: 30 June 2021

Last updated: 29 July 2025

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1

Wang, Siyuan. "A SERIOUS GAME PROTOTYPE BASED ON STUDY TRAINING EMOTION REGULATION TO HELP COLLEGE STUDENTS REDUCE ACADEMIC PROCRASTINATION : Take ‘Cat Clinic’ as a case." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20018.

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Academic procrastination is a common phenomenon among contemporary college students. This behavior seriously affected the graduation, physical and mental of college students. Playing games is a kind of procrastination behavior, which refers to short-term happiness through games and avoiding the pain caused by academic writing. The purpose of this article is to help students pay attention to using idle games to regulate emotions to reduce the frequency of academic writing procrastination. In terms of game design, the game type chosen is idle games. The study used the method of emotion regulatio

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Eckert, Marcus Verfasser], and Bernhard [Akademischer Betreuer] [Sieland. "Increasing Emotion Regulation Skills in Order to Overcome Procrastination / Marcus Eckert ; Betreuer: Bernhard Sieland." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2017. http://nbn-resolving.de/urn:nbn:de:gbv:luen4-opus-144343.

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Eckert, Marcus [Verfasser], and Bernhard [Akademischer Betreuer] Sieland. "Increasing Emotion Regulation Skills in Order to Overcome Procrastination / Marcus Eckert ; Betreuer: Bernhard Sieland." Lüneburg : Universitätsbibliothek der Leuphana Universität Lüneburg, 2017. http://d-nb.info/1129450988/34.

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4

Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.

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Ernst, Stephanie. "Relationships Among Parenting Style, Parental Self-Efficacy, Parents' Perceptions of Children, and Preschoolers' Emotion Regulation." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1217.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

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Burgos, Torre Kattya Sofia. "Procrastinación y Autoeficacia Académica en estudiantes universitarios limeños." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652037.

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El presente estudio es transversal con diseño correlacional (Hernández-Sampieri & Mendoza, 2018), su objetivo es relacionar procrastinación y autoeficacia en el contexto académico; Participaron 178 universitarios a los que se les administró la Escala de Procrastinación Académica (EPA, Dominguez, Villegas & Centeno, 2014) y la escala de Autoeficacia Percibida para Situaciones Académicas (EAPESA, Dominguez, Villegas, Yauri, Mattos & Ramírez, 2012). Se encontró que las variables presentan correlación, la dimensión Autorregulación académica correlaciona positivamente con Autoeficacia académica (.3

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Scott, Samantha L. "Is Selective Mutism an Emotion Regulation Strategy for Children with Social Phobia? A Single Case Design Investigation." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5489.

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To determine whether children with selective mutism (SM) withhold speech to regulate their emotional arousal and decrease automatic distress, the current study examines the behavioral and physiological responses of children with SM in comparison to children with social phobia (SP) and children with no psychiatric disorder (TD) as they participate in two social situations. A single case design strategy is used to compare behavioral and physiological responses both within and across groups. Examining the temporal sequencing of behaviors and physiology provides a direct test of the utility of em

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King, Kristen Anne. "How does emotion regulation of Head Start preschoolers relate to academic competence at the end of kindergarten? evidence from longitudinal models /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 58 p, 2010. http://proquest.umi.com/pqdweb?did=1992442091&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Guclu, Aysegul. "Eighth Grade Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611357/index.pdf.

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The purpose of the study was to examine the role of test anxiety, academic self-efficacy, and cognitive appraisal processes in predicting eighth grade students&rsquo<br>emotion regulation strategies during test taking. In addition, gender was included as a predictor in the study. The sample of the study consisted of 778 eighth grade students (398 females and 380 males) in 17 schools of &Ccedil<br>ankaya and Yenimahalle districts in Ankara. Emotion Regulation during Test Taking Scale (ERT) (Schutz, Distefano, Benson, &amp<br>Davis, 2004), Anxiety subscale of Academic Emotions Questionnaire (AEQ

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Janssen, Jill. "Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement." 2015. http://scholarworks.gsu.edu/epse_diss/103.

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This dissertation presents a literature review on procrastination and more specifically research involving the domain of academic procrastination, characteristics/traits academic procrastinators exhibit, and two different types of academic procrastinators. Even though a comprehensive theory has not been established, social cognitive theory, attribution theory, and motivation theories contribute to our understanding of academic procrastination. Studies that investigate prevalence of high school and college students who procrastinate in international settings, and more specifically in the United

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Chiang, Wei-hao, and 江偉豪. "The Exploration of College Students’ Academic Procrastination, Self-regulation and Positive Thinking." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51750919794897724360.

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碩士<br>國立中山大學<br>教育研究所<br>100<br>The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the “Questionnaire of College Students'' Academic Procrastination (QCSAP),” “The Self-Regulation Questionnaire (SRQ)” and “Positive Thinking Scale (PTS).” Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data.

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Hsiao, Ming-Hui, and 蕭銘輝. "The Relations among Parenting Styles, Self-Regulation Learning Strategies and Academic Procrastination in Adolescence." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/65083460109056676219.

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碩士<br>大葉大學<br>教育專業發展研究所<br>103<br>This study aimed to explore the relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence. There were four hundred eighty-eight (246 boys, 242 girls) 7th to 9th grade students in adolescence. Materials were used including (a)Parenting Style Questionnaire (b) Motivated Strategies for Learning Questionnaire and (c) Academic Procrastination State Inventory. The reliability and validity for the instruments were checked and satisfactory. The data collected were analyzed by descriptive statistics, Pearson produ

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Jung-Kai, Tsai, and 蔡榮凱. "The Relations among Parenting Style, Emotion Regulation, and Academic Achievement in adolescence." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/03046429881980221076.

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碩士<br>大葉大學<br>教育專業發展研究所<br>98<br>The first purpose of the study was to explore the relations among parenting style (authoritarian, authoritative, indifferent-uninvolved, permissive), emotion regulation (reappraisal, suppression), and academic achievement (The total score of Committee of The Basic Competence for Junior High School Students) in adolescence. The second purpose of the study was to examine emotion regulation variables which were stronger predictor of academic achievement variables than were parenting style variables and mediated the relations between parenting style indicator and a

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Li-ChianHuang and 黃豊茜. "Examination of the effect of Emotion Regulation Strategies on Academic Emotions Process Model." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28341552927474988136.

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碩士<br>國立成功大學<br>教育研究所<br>98<br>The study based on the theory of academic emotions from Pekrun, attempted to construct the academic emotions process model of junior high school students and tried to find out how emotion regulation strategies affect the academic emotions process model specifically in the educational environment. Therefore, the purposes of this study were: (1) To construct the academic emotions process model and to test the model fit. (2) To examine the moderated effect of the emotion regulation strategies used in the academic emotion process model. To attain these purposes above

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張蕙玲. "The Relationships among Learning Anxiety, Self-efficacy for Self-regulation and Academic Procrastination in Mathematics of Junior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/98177890905952219188.

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碩士<br>國立新竹教育大學<br>教育心理與諮商學系教育心理與諮商碩士在職專班<br>102<br>Abstract The main purpose of this study is to investigate the current situation and the relationships among Learning Anxiety, Self-efficacy for Self-regulation and Academic Procrastination in mathematics of junior high school students under the different background variables. The survey data were collected from 1878 junior high school students from 21 junior high schools in Taoyuan, Hsinchu and Miaoli areas. This study used the questionnaire method, and the data were collected from the "Questionnaire for the Conditions of Learning Mathematics

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Tseng, Pei-Chun, and 曾珮珺. "The Relationships between Two-dimensional Perfectionism and Academic Thesis Procrastination of Graduate Students: The Mediating Effects of Self-regulation Learning Strategies." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/25945877062457558665.

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碩士<br>國立交通大學<br>教育研究所<br>105<br>This study was aimed to investigate whether two-dimensional perfectionism in graguate students could predict academic thesis procrastination and the mediating effect of self-regulation learning strategies. The measure tools used in this study include “Perfectionsim Scale”, “Academic Thesis Procrastination Scale”, and “Self-regulation Learning Strategies Scale”.The research used purposive sampling was conducted to 518 graguate students in Taiwan. The results of survey were analyzed by t-test, Pearson’s product moment correlation, and Structural Equation Modeling

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Tyson, Diana F. "Explaining Discrepant Findings for Performance-approach Goals the Role of Emotion Regulation During Test-taking." Diss., 2008. http://hdl.handle.net/10161/622.

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18

Yu, Miao-Fen, and 余妙芬. "A Study on the Relationship among the Explanatory Style, Emotion Regulation and Academic Performance ofElementary School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7367jf.

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碩士<br>國立高雄師範大學<br>教育學系<br>96<br>The purpose of this study is to explore the relationship among the explanatory style, emotion regulation, and academic performance of elementary school students. The method of this study is questionnaire survey. The subjects of this study are 1097 five-graders and six-graders in Kaohsiung county. The subjects are tested with the instruments including Elementary School Student Emotion Regulation Scale and Children Explanatory Style Scale. The result of the investigation through classification, statistical procedures, discussion, and analysis, reveals the follow

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19

Ben-Eliyahu, Adar. "The Regulatory Capacities of Motivational Constructs: An examination of Academic Motivation and Self-Regulation Toward Academic Success in Favorite and Least Favorite Classes." Diss., 2011. http://hdl.handle.net/10161/3860.

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<p>One-hundred and seventy-seven high-school students and two-hundred responded to a survey assessing their motivation (goal orientations, expectancies, and values), self-regulation (cognitive, behavior, and emotion), learning processes, academic behaviors, and grades in the favorite and least favorite classes. First, multiple pathways to academic success were examined by comparing how motivation leads to academic outcomes (learning processes, academic behaviors, and grades) via self-regulation in high school and college by using structural equation modeling. As expected, the findings support

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Cheng, Wei-Ting, and 程煒婷. "The relationship between teacher support and learning engagement for junior high school students: academic emotions as a mediator and emotion regulation as a moderator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/grxexf.

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碩士<br>國立臺灣師範大學<br>教育心理與輔導學系<br>106<br>The purpose of this study was to explore the relationship between the teacher support, learning engagement, academic emotions and emotion regulation in mathematics learning. Participants were 830 junior high school students in Taiwan, including 405 boys and 425 girls. Data were collected by the “engagement-disaffection scale”, “teacher support scale”, “academic emotions scale”and “emotion regulation scale” , then analyzed through the descriptive statistics, t-test, ANOVA, MANOVA, Pearson product-moment correlation analysis and multiple regression analysis.

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Fulano, Celso Simão. "Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes." Doctoral thesis, 2017. http://hdl.handle.net/1822/48638.

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Tese de Doutoramento em Psicologia Aplicada<br>A presente tese pretende contribuir para a literatura no domínio da procrastinação académica, analisando algumas variáveis que ajudam a explicar a procrastinação académica em matemática. Pretendemos explorar a perspetiva dos adolescentes moçambicanos em aspetos tais como: tarefas nas quais os alunos procrastinam com frequência, os antecedentes da procrastinação e as consequências da procrastinação académica percebidas pelos alunos. Almejamos, também, compreender e analisar a prática dos professores de matemática face à procrastinação académic

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