ArticlePDF Available

Academic procrastination: Frequency and cognitive-behavioral correlates

Authors:

Abstract

Investigated the frequency of 342 college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of Ss reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes Ss took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination Ss listed in a procrastination assessment scale indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of Ss endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of Ss reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor correlated significantly with depression, irrational cognitions, low self-esteem, and delayed study behavior. Results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Even though the conceptualization of procrastination differs historically, one steady component of all conceptualizations is postponing or delaying a task [2]. Procrastination is described as not only an issue of time management, but rather a complex interaction of behavioural, cognitive, and emotional components [3,4]. The widespread definition of procrastination comes from Steel [2] who defines procrastination as 'to voluntarily delay an intended course of action despite expecting to be worse off for the delay. ...
... As highlighted by several authors [3,4], procrastination is a multifaceted phenomenon with important emotional, cognitive, and behavioural processes underlying it. For the purposes of the current study, the focus will explicitly be on the emotional and cognitive components of procrastination building on the mentioned theories of self-regulation. ...
... Spielberger [41] conceptualizes trait anxiety as "relatively stable individual differences in anxiety proneness" (p.3). On one hand, anxiety has been shown to be positively correlated with procrastination in student samples [4,35,[42][43][44][45]. On the other hand, some studies have shown that anxiety does not add a significant and unique variance to the prediction of procrastination [2,46] and further concluded that anxiety should be investigated in the context of its relationship to other related variables [47]. ...
Article
Full-text available
Given the widespread occurrence of procrastination and its adverse association with well-being, investigating the individual variables that influence procrastination is a crucial matter. Previous research has identified dispositional mindfulness to be negatively associated with procrastination, but the underlying mechanisms driving this relationship remain unclear. In this study, the aim was to investigate whether the inverse relationship between dispositional mindfulness and procrastination could be explained by the mediating roles of trait anxiety and maladaptive perfectionism. In a cross-sectional survey, 126 participants (aged 18–33) completed the 15-Item Five-Facet Mindfulness Questionnaire, the State-Trait Anxiety Inventory-Trait Form, the Almost Perfect Scale-Revised, and the Pure Procrastination Scale. A parallel mediation model was tested to investigate the mediating role of self-reported maladaptive perfectionism and trait anxiety to explain the relationship between dispositional mindfulness and procrastination with a bootstrapped multivariate technique. The results revealed that maladaptive perfectionism significantly mediated the relationship between mindfulness and procrastination -indicating that dispositional mindfulness has a significant indirect effect on procrastination via decreased levels of maladaptive perfectionism. It was determined that 15% of the variance in procrastination was significantly explained by this model (R² = .15, β = −.39, B = −.83, 95% CI = [−1.18, −.48], p < .001]. As the study highlights the importance of maladaptive perfectionism to explain the link between mindfulness and procrastination, we suggest that future research could investigate the influence of mindfulness on procrastination via mindfulness-based interventions, and include measurements of both trait anxiety and maladaptive perfectionism across longitudinal or experimental designs to unpack causality with respect to our pattern of observed findings.
... The instrument for this study was adopted Procrastination Assessment Scale Students (PASS). It was developed by (Solomon & Rothblum, 1984). The documented excellent psychometric properties of the scale by numerous studies led to its selection. ...
... Since the scale was adopted the content validity has been established. Previous research showed that PASS has a concurrent validity of 0.62 which is significantly correlated with the Beck Depression Inventory, Ellis Scale of Irrational Cognitions, Rosenberg Self-Esteem Scale, and Daily Avoidance Scale (Solomon & Rothblum, 1984). PASS has cross-cultural evidence of usage across many cultures with a fair level of reliability and validity (Yong, 2010). ...
Article
Full-text available
Academic procrastination is a global problem that mar the development of individuals, especially in the area of education. This study investigates the relationship between demographic factors and academic procrastination among postgraduate students. Quantitative research approach, descriptive design of the survey type was considered for this study. Data were collected from 325 postgraduate students across various faculties and postgraduate programs. Simple percentage count and t-test was used to analyze the data. The majority of respondents were male, aged between 25 and 40 years, and enrolled in Master's programs. Three hypotheses were formulated and tested using a t-test statistical method at a significance level of 0.05. Hypothesis one, which examined the influence of gender on academic procrastination, found no significant difference between male and female students. Similarly, hypothesis two, exploring the impact of age on academic procrastination, revealed no significant difference between younger (25-40 years) and older (41 years and above) students. However, hypothesis three, which investigated the relationship between employment status and academic procrastination, showed a significant difference between employed and unemployed students, with employed students exhibiting lower levels of procrastination. These findings suggest that while gender and age may not significantly influence academic procrastination among postgraduate students, employment status does play a significant role.
... Academic procrastination, which is a type of procrastination, is defined as the intentional delay of academic tasks despite the negative consequences that may result. Academic procrastination, recognized as a failure of self-regulation (Pintrich, 2004), can result in various negative consequences such as psychological complications, low self-esteem and happiness, and poor academic performance (Ferrari & Sher, 2000;Lindner et al., 2023;Rothblum et al., 1986;Schouwenburg, 1992;Solomon & Rothblum, 1984). Academic procrastination can manifest as stress, indifference, poor time management, an inability to complete tasks, fear of failure, and unwillingness to do homework (Ferrari, 1991;Rakes & Dunn, 2000;Schouwenburg, 1995). ...
... Furthermore, Eisenbeck et al. (2019) have identified psychological rigidity as a mechanism that underlies procrastination. Similarly, fear of failure, negative experiences, lack of commitment and guidance, problematic social life, failure in effort regulation, and lack of motivation can also lead to procrastination behaviors (Cheng & Xie, 2021;Özer & Altun, 2011;Rothblum et al., 1986;Solomon & Rothblum, 1984;Ziegler & Opdenakker, 2018). ...
Article
Full-text available
The study examined the relationships between digital addictions, academic self-efficacy, and academic procrastination among pre-service teachers. The sample included 549 pre-service teachers who participated voluntarily, with 412 females and 137 males enrolled in various disciplines. Two models were constructed to investigate these relationships. The initial model showed negative relations between addiction to digital media or tools, academic self-efficacy, and the ability to complete academic tasks on time. Conversely, higher levels of academic self-efficacy decreased academic procrastination. Academic self-efficacy was also found to partially mediate the relationship between digital addiction and academic procrastination. The second model confirmed that addiction to digital media or tools negatively related to pre-service teachers' ability to complete academic tasks on time. Similar to the first model, higher levels of academic self-efficacy were associated with lower levels of academic procrastination. As a result of the study, strategies based on literature were proposed to help pre-service teachers reduce digital addiction and enhance academic self-efficacy. It is believed that implementing these strategies will help students complete their academic tasks on time and improve their academic performance.
... Procrastination is the voluntary delay of an intended course of action despite expecting to be worse off for the delay (Salifu et al., 2024;Solomon & Rothblum, 1984). In the academic context, it refers to the postponement of academic tasks, leading to stress and lower performance. ...
... Self-efficacy indicators include perceived control items, competence items, persistence items, and self-regulated learning items (Dullas, 2018). Academic procrastination indicators include psychological beliefs about abilities, distractions, social influences, time management, personal actions, and laziness (Klassen et al., 2010;Mukasa et al., 2023;Rothblum et al., 1986;Solomon & Rothblum, 1984). Academic dishonesty indicators include cheating, unauthorized collaboration, and plagiarism (Ampuni et al., 2019). ...
Article
Full-text available
Objective: Academic dishonesty is a prevalent issue within educational institutions, often driven by both internal and external factors. This study aims to analyze the impact of self-efficacy and economic literacy on academic dishonesty among students, with academic procrastination as a mediating variable. The research focuses on students from the Economics Education Department at Universitas Negeri Surabaya. Theoretical Framework: procrastination is identified as a strong predictor of academic dishonesty, highlighting that students who delay academic tasks are more prone to dishonest actions as deadlines approach. Method: The study employs a quantitative approach using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) to analyze the relationships between latent variables. Data were collected from a sample of 181 students, selected through random sampling from a total population of 339 students. Results and Discussion: The findings reveal that self-efficacy has a significant negative effect on academic dishonesty, while economic literacy does not directly influence academic dishonesty. However, academic procrastination significantly mediates the relationship between economic literacy and academic dishonesty, but it does not mediate the relationship between self-efficacy and academic dishonesty. Research Implications: The study concludes that self-efficacy plays a crucial role in reducing academic dishonesty, whereas economic literacy indirectly impacts academic dishonesty through academic procrastination. This highlights the importance of addressing both self-efficacy and procrastination in educational strategies to combat academic dishonesty. Originality/Value: This study contributes to the existing body of knowledge by providing novel insights into the role of efforts to combat academic dishonesty should focus not only on enhancing students' confidence in their abilities but also on addressing procrastination tendencies through targeted interventions as a pathway to achieving SDG 4 goals.
... Procrastination was measured using the Procrastination Assessment Scale Questionnaire (PASS) (Solomon & Rothblum, 1984), which Chatzidimou (1994) had adapted into Greek. This self-report questionnaire evaluates the frequency of students' procrastination behaviors. ...
Article
Full-text available
Introduction: Academic adjustment is a crucial factor in the success of undergraduates. Understanding the various factors that shape this process can help develop effective strategies to support students. Aim: This study investigates the role of motivation in predicting academic adjustment among undergraduates, incorporating procrastination as a key mediating factor. Method: We adopted a cross-sectional design. Undergraduates from various Greek universities (N = 284; 63.4% female and 36.2% male students, M age = 21.2 years, and SD = 1.7) completed measures of academic motivation, academic procrastination, and academic adjustment. The students’ past performance and demographic information were also collected. Results: Findings from structural equation modeling analysis supported the proposed model. Intrinsic motivation predicted better academic adjustment directly and through reduced procrastination, while extrinsic motivation showed a less significant direct effect but still contributed to procrastination behaviors. Amotivation predicted higher levels of procrastination and poorer academic adjustment. Procrastination negatively affected academic adjustment. Conclusion: Promoting intrinsic motivation could significantly enhance academic adjustment by reducing procrastination behaviors. Additionally, addressing amotivation and its role in procrastination is crucial to improving academic outcomes. Therefore, interventions should focus on fostering intrinsic motivation and reducing procrastination to improve academic adjustment.
... It has also been associated with a higher student dropout rate within online-learning environments (Michinov et al., 2011). Procrastination has also been described as a self-regulated motivational deficit or as a significant challenge for selfregulated learning -i.e., the process by which individuals control their thoughts, emotions, and behaviours to achieve their academic goals-(e.g., AlJarrah et al., 2018;Broadbent, 2017;Haghbin et al., 2012;Hong et al., 2021;Klingsieck et al., 2013;Loeffler et al., 2019;Maycock et al., 2018;Yurtseven & Dogan, 2019;Ziegler & Opdenakker, 2018) with notoriously high prevalence reports: at least half of college students procrastinate regularly (e.g., Ferrari et al., 2009;Solomon & Rothblum, 1984). While procrastination is an issue that pre-dates the pandemic, the rapid shift to online learning has been posited to exacerbate its negative effects (Kathleen & Basaria, 2021). ...
Article
Full-text available
The study assessed undergraduates’ procrastination and self-determined academic motivation during the Covid-19 pandemic compared with pre-pandemic times. Participants were 1,486 students attending public universities from Buenos-Aires-City-and-environs in Argentina (Mage = 26.74, SD = 7.88; 85% female, 15% male). A subtotal of 905 (61%) students participated pre-pandemic (January 2020) during face-to-face learning, and 581 (39%) participated during the pandemic (July 2021) during online learning. At both times, participants provided sociodemographic information and completed the Tuckman Procrastination Scale and the Academic Motivation Scale. Hierarchical multiple regression analyses were conducted to assess the relations between procrastination and academic motivation in students before compared to during the pandemic. A small but significant increase in procrastination was observed when comparing the pre- and during- pandemic groups: the risk of being classified as a procrastinator during the pandemic was estimated to be 22% higher (CI95 = 9%, 35%) compared with pre-pandemic times. Academic motivation was observed to remain stable, indicating evidence of minimal pre-during pandemic differences. Results suggest that, during the pandemic, procrastination in students rose, but academic motivation remained stable. These findings provide novel insights into psychological variables that affect student learning. In this vein, educators should be aware that students could procrastinate more within online learning contexts during a pandemic; thus, further research is needed to understand how to support students in this context.
... Teniendo en cuenta lo anterior, es fundamental explorar estas particularidades ya que la procrastinación puede manifestarse de diversas maneras en la población estudiantil. Como indican Solomon (1984), Schouwenburg y Ferrari (2004) hay múltiples factores psicológicos que influyen en este fenómeno, entre los cuales se encuentran la depresión, la ansiedad, el miedo al fracaso, los patrones evitativos y el perfeccionismo. Por lo tanto, es fundamental reconocer que la procrastinación no es solo un acto de dilación, sino que puede interrelacionarse con otras variables como el estrés académico y la adicción a las redes sociales. ...
Article
Full-text available
In this research, the following variables were correlated: addiction to social networks, stress, and academic procrastination. The population consisted of 561 undergraduate students in Bogotá. Three self-report questionnaires were applied for data collection and then analyzed using the software SPSS. This research showed positive and significant correlations, indicating that the variables tend to increase proportionally. It was determined that addiction to social networks affects the time spent on academic activities, which is also related to academic stress and a greater tendency to procrastinate.
Article
Full-text available
El estudio analizó la relación entre procrastinación y rendimiento académico en estudiantes de Letras y Educación en la Universidad Nacional de Costa Rica. Mediante el PASS, se identificaron actividades procrastinadas, como lecturas y tareas no evaluativas, influenciadas por estrés, expectativas y desorganización. Aunque ambos grupos mostraron alto rendimiento académico, la procrastinación impactó negativamente las actividades sumativas, generando mayor ansiedad y estrés. Se recomienda implementar estrategias pedagógicas para mejorar la autorregulación, gestión del tiempo y reducir el estrés académico.
ResearchGate has not been able to resolve any references for this publication.