Abstract
Learning environment variables, such as online/in-person learning and time in academic term, are known to increase students’ academic procrastination and worsen their academic performance. However, the role of academic procrastination in the relationship between learning environment and academic performance remains unclear. The objective of the present study was to investigate the multivariate relationships among learning environment variables, including online/in-person classrooms and time in academic term; academic procrastination; and academic performance simultaneously in an integrated model. A longitudinal field study consisting of 120 undergraduate participants was conducted from 2019 to 2022. A structural equation model was constructed to test the relationships among variables. The results showed that in the second half of the academic quarter in online learning environments, students procrastinated more and submitted assignments close to the deadline, which resulted in low academic performance. Students’ academic procrastination mediated the relationship between learning environment and academic performance.
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