Abstract
Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has rarely been examined in relation to models of self-regulated learning. The purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective. The current study employed a mixed-methods design in which participants completed several survey instruments of academic procrastination, self-regulation, and academic motivation and participated in semi-structured interviews. Findings indicated that academic procrastination was related to poor self-regulatory skills and defensive behaviors including self-handica- pping strategies. Only limited support for students’ demonstration of procrastination as an adaptive beha- vior (or, active procrastination) was also indicated. Limitations and implications for future research are discussed.
Highlights
Procrastination has been commonly understood as a maladaptive behavior that impedes successful academic experiences
While most high procrastinator acknowledged themselves as procrastinators, some of the low procrastinators classified by the survey data considered themselves as procrastinators
The purpose of the current study was to understand the nature of academic procrastination in relation to self-regulation
Summary
Procrastination has been commonly understood as a maladaptive behavior that impedes successful academic experiences. Procrastination is linked with various adverse academic behaviors such as missing or late assignments, decreasing in task preparation time, and giving up studying (Lay & Schouwenburg, 1993; Tice & Baumeister, 1997; van Eerde, 2003). There are extensive empirical findings that support a highly negative relationship between procrastination and academic achievement (Beswick, Rothblum, & Mann, 1988; Tice & Baumeister, 1997; van Eerde, 2003; Wesley, 1994). Existing research has been conducted mostly within a view of procrastination as an irrational delay which involves an intention-action gap (Lay, 1994; Solomon & Rothblum, 1984; van Eerde, 2003; van Hooft, Born, Taris, van der Flier, & Blonk, 2005). Procrastinators needlessly postpone the implementation of planned tasks. Steel (2007), for example, defined procrastination as “voluntarily delaying an intended course of action despite expecting to be worse off for the delay (p. 66)”
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