Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/231924
Title: A Comparative Study of Academic Procrastinatory Behaviour Self Regulatory Learning and Self Efficacy of Undergraduate Students Studying Under Continuous and Annual Evaluation System
Researcher: Upadhyay, Alok Kumar
Guide(s): Singh, Meenu
Keywords: Social Sciences,Social Sciences General,Education and Educational Research
University: Dayalbagh Educational Institute
Completed Date: 2016
Abstract: A great degree of diversity was observed in terms of assessment and grading of the students in the university system at present in India. The aim of the study was to compare the Academic procrastinatory behaviour, self regulatory learning, and self efficacy of undergraduate students studying under continuous and annual evaluation system and also investigator studied these variables with reference to gender and streams. The descriptive research method was employed to carry the research work. The evaluation systems, streams (Science, Arts and Commerece) and gender were treated as independent variables whereas academic procrastinatory behaviour, self regulatory learning and self efficacy were treated as dependent variables in the present investigation. A group of 540 sample units were selected through stratified sampling method in which 270 students were selected from such higher educational institutions having annual system and also 270 students were selected from those institutions having continuous evaluation system. In the present study, instruments for measuring procrastinatory behaviour and self regulatory learning were constructed by the investigator ,whereas scale of self efficacy which was the standardized and constructed by Schwarzer, R., and Jerusalem, M. (1995) was taken for research work. The results were shown that the self regulatory behaviour in students studying under the continuous evaluation process was found high than the students studying in annual evaluation system. In the same manner, it is also noted that self efficacy of students studying under the continuous evaluation system was found high than the students studying under annual system. The procrastination was found high in students studying under annual system, it may be because of lack and gap of study during the academic year develops delay behaviour in the students whereas under the continuous evaluation system, the students get prepared and study regular during the year and also self motivated through their achievement. The reason may be behind the results that in the continuous system, it is necessary for students to have competencies for regulating individual and group work, for establishing learning goals, planning courses of action, feedback, motivation, selecting suitable strategies and resources, review and reorientation of tasks in order to meet predetermined objectives. newline
Pagination: 
URI: http://hdl.handle.net/10603/231924
Appears in Departments:Department of Foundations of Education

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02_certificate.pdf315.53 kBAdobe PDFView/Open
03_declaration.pdf158.74 kBAdobe PDFView/Open
04_abstract.pdf84.37 kBAdobe PDFView/Open
05_acknowledge.pdf87.6 kBAdobe PDFView/Open
06_contents.pdf191.32 kBAdobe PDFView/Open
07_list_of_tables.pdf199.53 kBAdobe PDFView/Open
08_list_of_figures.pdf85.37 kBAdobe PDFView/Open
09_list_of_graphs.pdf190.21 kBAdobe PDFView/Open
10_chapter 1.pdf353.61 kBAdobe PDFView/Open
11_chapter 2.pdf393.85 kBAdobe PDFView/Open
12_chapter 3.pdf647.82 kBAdobe PDFView/Open
13_chapter 4.pdf3.01 MBAdobe PDFView/Open
14_conclusion.pdf350.75 kBAdobe PDFView/Open
15_bibliography.pdf236.62 kBAdobe PDFView/Open
16_appendix.pdf406.68 kBAdobe PDFView/Open
17_summary.pdf536.24 kBAdobe PDFView/Open


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