Modeling Self-Regulated Learning: The mediating role in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students

• Saad, Mourad Ali Eissa ^[1] ; Ayman Gamal, Ayman ^[2]
  1. [1] KIE University
  2. [2] TVTC Directorate of Research and Studies
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 18, Nº. 52, 2020 (Ejemplar dedicado a: 1 de diciembre de 2020), págs. 507-522
• Idioma: inglés
• DOI: 10.25115/ejrep.v18i52.2987
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción.Es probable que la incapacidad para autorregular el aprendizaje sea un indica-dor del uso de Internet/ teléfonos móviles. Cuando los estudiantes tienen poca autorregula-ción, esto puede predecir negativamente el uso problemático de teléfonos inteligentes. Ade-más, el uso problemático de teléfonos inteligentes podría predecir la procrastinación académi-ca. El objetivo de este estudio fueinvestigar el papel mediador del aprendizaje autorregulado en la relación entre la procrastinación académica y el uso problemático de teléfonos inteligen-tes entre estudiantes con dificultad de aprendizaje de tercer año de secundaria.Método.Para el propósito de este estudio, se empleó investigación cuantitativa de encuestas. La variable independiente es AP, PSU es la variable dependiente y SRL es la variable mode-radora. Se seleccionaron 228 estudiantes de las cuatro escuelas. Todos estaban en tercer año.Tenían entre 14 y 15 años.Resultados.El aprendizaje autorregulado se correlaciona negativamente con la procrastina-ción académica y la adicción a los teléfonos inteligentes. Por otro lado, se descubrió que el aprendizaje autorregulado se correlaciona positivamente con el uso problemático de teléfonos inteligentes. Este estudio encontró que la procrastinación académica predijo el aprendizaje autorregulado negativamente. SLR predijo AP.Discusión y conclusión.Los resultados de este estudio aumentaron nuestra conciencia sobre el papel mediador del aprendizaje autorregulado en la relación entre la procrastinación aca-démica y el uso problemático de teléfonos inteligentes entre los estudiantes con discapacidad de aprendizaje de tercer año de secundaria.

  • English

    Introduction. Inability to self-regulate learning is likely to be an indication of internet/mobile phone use. When students have low self-regulation, this may negatively predict problematic smartphone use. Additionally, problematic smartphone use could be a predictor of academic procrastination. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students.

    Method. For the purpose of this study, quantitative survey research was employed. The independent variable is AP, PSU is the dependent variable and SRL is the moderating variable. 228 students from the four schools were selected. They were all in third year. They aged 14-15 years.

    Results. Self-regulated learning correlates negatively with academic procrastination, and smartphone addiction. On the other hand, self-regulated learning was found to be positively correlated with Problematic Smartphone Use. This study found that academic procrastination predicted negatively self-regulated learning. SLR predicted AP.

    Discussion and Conclusion. The results of this study raised our awareness of the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled student.

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