Résumés
Abstract
This study investigates academic procrastination in online exam proctoring environments, drawing on responses from 321 undergraduate students. It focuses on three key constructs: (1) the role of procrastination in online exam proctoring; (2) the impact of procrastination on performance in online proctored exams; and (3) the relationship between exam anxiety, procrastination, and online proctoring. The findings reveal: (1) a strong link between academic procrastination and poor performance in online proctored exams; (2) a significant correlation between procrastination and increased exam anxiety in online proctoring environments; and (3) that students who procrastinate have less favorable attitudes toward online exam proctoring.
Keywords:
- procrastination,
- online proctoring,
- exam anxiety,
- exam performance
Résumé
Cette étude explore la procrastination académique dans les contextes de surveillance d’examens en ligne, à partir des réponses de 321 étudiants de premier cycle. Elle se concentre sur trois axes principaux : 1) le rôle de la procrastination dans la surveillance des examens en ligne ; 2) l’impact de la procrastination sur la performance aux examens surveillés en ligne ; 3) le lien entre l’anxiété liée aux examens, la procrastination et la surveillance en ligne. Les résultats montrent : 1) une forte corrélation entre procrastination et faibles performances dans le cadre des examens en ligne surveillés; 2) une association significative entre procrastination et hausse de l’anxiété en contexte de surveillance en ligne ; 3) une attitude plus négative envers la surveillance numérique chez les étudiants procrastinateurs.
Mots-clés :
- procrastination,
- surveillance en ligne,
- anxiété aux examens,
- performance aux examens
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Parties annexes
Biographical notes
Daniel Woldeab is a professor in the College of Individualized and Interdisciplinary Studies at Metropolitan State University. He holds a bachelor’s degree in computer information systems, a master’s degree in education, and a doctoral degree in work and human resource education. His research interests include technology and pedagogy; online exam proctoring; adult literacy; the strategic transformation of organizations: AI, and the internet of things; human resource management and digital transformation; and the future of work and becoming an employer of choice.
Thomas Brothen is a Morse-Alumni Distinguished Teaching Professor in the Department of Psychology at the University of Minnesota, Twin Cities and holds bachelor and PhD degrees in psychology. His primary research has involved developing and examining online course management systems, and other technology, to improve post-secondary student learning; the teaching of psychology and how technology can be utilized to improve it; and the use of psychological theory to guide large-scale educational interventions.
Andreea Barbu is a lecturer in the Faculty of Entrepreneurship, Business Engineering and Management at the National University of Science and Technology Politehnica Bucharest. She holds a doctoral degree in industrial engineering, a master’s degree in European economic policies, and a bachelor’s degree in engineering and business management. Her research focuses on industrial service performance, entrepreneurship and innovation, and digital transformation in education. She is involved in national and international research projects and promotes applied research and innovation in teaching.
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