On the relationship between the forethought phase of self-regulated learning and self-regulation failure

TLDR: In this paper, the authors developed a model of self-regulated learning failure and tested it in two separate studies (N1 = 378, N2 = 315) and found that disorganisation and procrastination have a negative impact on academic performance.

Abstract: In order to extend previous research on procrastination as a cause of performance failure due to faulty self-regulation, we developed a model of self-regulated learning failure and tested it in two separate studies (N1 = 378, N2 = 315). The relationships between procrastination, disorganisation, the forethought phase of self-regulated learning (SRL), academic performance and self-regulation failure are addressed. Self-report scales were used to assess procrastination, disorganisation, and forethought. Three hypotheses about the relationships between these dimensions were tested. The first is that disorganisation and procrastination are two distinct constructs; it is argued that they represent two routes via which self-regulation failure can be manifested. The second is that disorganisation and procrastination have a negative impact on academic performance; the results obtained showed that only disorganisation had a negative impact on academic performance. The third is that the implementation of high-quality processes during the forethought phase is a safeguard against disorganisation and procrastination.