A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions
Author:
Funder
Victoria University of Wellington
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10648-023-09838-x.pdf
Reference117 articles.
1. Abuhmaid, A., & Abood, M. (2020). The impact of flipped learning on procrastination and students’ attitudes toward it. Universal Journal of Educational Research, 8(2), 566–573. https://doi.org/10.13189/ujer.2020.080228
2. Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683
3. Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 6–23. https://doi.org/10.3102/0034654319854352
4. Allemand, M., & Flückiger, C. (2022). Personality change through digital-coaching interventions. Current Directions in Psychological Science, 31(1), 41–48. https://doi.org/10.1177/09637214211067782
5. Amoke, C. V., Ede, M. O., Umeano, C. E., Okeke, C. I., Onah, S. O., Ezeah, M. A., & Nwaogaidu, J. C. (2021). Interaction effect of gender on academic procrastination and achievement orientation among in-school adolescents. International Journal of Higher Education, 10(6), 202. https://doi.org/10.5430/ijhe.v10n6p202
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