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Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self-placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness--proactive and inhibitive--were examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions. Although prior online learning experience did not have a significant and direct association with academic procrastination, it was indirectly related to students' tendency to put off coursework through the pathways of enjoyment and negative emotions. Of all the paths, negative emotions had the strongest associations with academic procrastination in online learning environments. The findings of indirect effects suggest that students with low conscientiousness, the inhibitive aspect in particular, and few prior online learning experiences are more likely to procrastinate in online classes possibly owing to the suboptimal emotional experiences aroused during their learning processes.

While many of the digital tools and pedagogical tactics the author learned prior to the pandemic offered her insight into the successful implementation of a library's resources, the question of how she would leverage school library's services has evolved into opportunities of reevaluation, growth, and transformation during a global pandemic. Her role within the school's community influenced the preparation needed to take the school's classes fully online during her district-wide shutdown. Fortunately, the professional development opportunities that she sought during the pandemic extended her skill set and gave her the foresight necessary to evaluate the systemic obstacles that the school would encounter through virtual learning. The role of the school librarian has seen a radical change for digital inclusion that leverages communication and innovation among their community and its stakeholders. This article highlights practices and strategies that transformed and influenced a school librarian's ability to take the lead in facilitating student learning during the pandemic.

Unprecedented. That word has been heard so many times in the past eighteen months that it has all but lost its meaning. But it's a fitting word for what has been experienced from March 2020 until now. In this article, three school librarians share their perspectives on how they handled such unprecedented times. They speak more often than not of their tireless efforts to support their students, but there is also a vulnerability present that illuminates the struggles they faced on a daily basis. These stories provide a raw and personal (and probably familiar and validating) account of the ups and downs of the pandemic. These stories can provide ideas for serving students' social-emotional needs in unprecedented times and beyond. These stories are proof of what was already known: there is something for everyone at the school library because of school librarians!

Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self‐placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness—proactive and inhibitive—were examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions. Although prior online learning experience did not have a significant and direct association with academic procrastination, it was indirectly related to students' tendency to put off coursework through the pathways of enjoyment and negative emotions. Of all the paths, negative emotions had the strongest associations with academic procrastination in online learning environments. The findings of indirect effects suggest that students with low conscientiousness, the inhibitive aspect in particular, and few prior online learning experiences are more likely to procrastinate in online classes possibly owing to the suboptimal emotional experiences aroused during their learning processes. Practitioner notesWhat is already known about this topicConscientiousness has a direct association with academic procrastination in in‐person classes.Prior online learning experience has direct associations with students' adaptive regulatory processes in online classes.Achievement emotion is an integral part of online learning.What this paper addsConscientiousness has a direct association with academic procrastination in online learning environments.Prior online learning experience has no direct associations with academic procrastination in online learning environments.Conscientiousness indirectly relates to academic procrastination through achievement emotions in online learning environments.Prior online learning experience indirectly relates to academic procrastination through achievement emotions in online learning environments.Implications for practice and/or policyInstructors are suggested to pay attention to students with low conscientiousness and few prior online learning experiences since they are more likely to procrastinate in online learning environments.Students' tendency to procrastinate in online learning environments is strongly associated with their emotional experience. [ABSTRACT FROM AUTHOR]