The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastination through the roles of task value and emotional cost. Conscientiousness was also an important predictor of academic procrastination. Perceived instructor engagement and peer interaction did not predict academic procrastination. These findings revealed that academic procrastination in online courses was a complex phenomenon and stemmed from the interrelationships between college students' perceptions of learning context, personal characteristics, and motivational beliefs. Practical implications for addressing academic procrastination in online courses are discussed in this paper.

这项研究的目的是从自我调节的学习角度研究大学生为什么会拖延在线课程。207名大学生样本参加了这项研究。使用路径建模，结果表明，学生感知的内容相关性和技术可用性通过任务价值和情感成本的作用间接预测了学术拖延。尽职尽责也是学术拖延的重要指标。感知的教师参与度和同伴互动并不能预示学术上的拖延。这些发现表明，网络课程的学术拖延是一个复杂的现象，并且源于大学生对学习环境的感知，个人特征和动机信念之间的相互关系。