Abstract
Procrastination, as an act of voluntarily delaying tasks, is particularly pronounced among students. Recent research has proposed several solutions to modeling student behaviors with the goal of procrastination modeling. Particularly, temporal and sequential models, such as Hawkes processes, have proven to be successful in capturing students’ behavioral dynamics as a representation of procrastination. However, these discovered dynamics are yet to be validated with psychological measures of procrastination through student self-reports and surveys. In this work, we fill this gap by discovering associations between temporal procrastination modeling in students with students’ chronic and academic procrastination levels and their goal achievement. Our analysis reveals meaningful relationships between the learning dynamics discovered by Hawkes processes with student procrastination and goal achievement based on student self-reported data. Most importantly, it shows that students who exhibit inconsistent and less regular learning activities, driven by the goal to outperform or perform not worse than other students, also reported a higher degree of procrastination.
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- 1.
The implementation can be found in https://github.com/persai-lab/AIED2021_Hawkes.
- 2.
Please note that these are based on correlation, and are not causal effects.
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This paper is based upon work supported by the National Science Foundation under Grant Number 1917949.
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Yao, M., Sahebi, S., Behnagh, R.F., Bursali, S., Zhao, S. (2021). Temporal Processes Associating with Procrastination Dynamics. In: Roll, I., McNamara, D., Sosnovsky, S., Luckin, R., Dimitrova, V. (eds) Artificial Intelligence in Education. AIED 2021. Lecture Notes in Computer Science(), vol 12748. Springer, Cham. https://doi.org/10.1007/978-3-030-78292-4_37
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