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This study examined the links between self-directed learning online with students’propensities toward cognitive flexibility, procrastination, and need for closure.Over 200 college students completed measures of online self-directed learning,cognitive flexibility, procrastination, and need for closure. Regression analysesindicated that students with higher cognitive flexibility scores were better atexploring online sources, engaging with peers and instructors online, andmonitoring the success of their learning. Students with high procrastination scoreswere less proficient in time management for online courses. Students with a strongneed for closure were less proficient in managing their stress in online courses.
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