Abstract
We examined the relationships between active procrastination, flow, self-regulated learning, and academic achievement in 278 Korean undergraduate students in order to extend the existing research on active procrastination. We used two hierarchical multiple regressions to identify significant predictors of active procrastination and academic achievement. The results showed that flow and self-regulated learning were significant factors in predicting active procrastination. The findings also indicated that although active procrastination had a significant effect on academic achievement, flow and self-regulated learning better explained academic achievement than did active procrastination. Our findings offered a more in depth understanding of active procrastination than has been achieved in previous research and explained why active procrastinators can obtain satisfactory results.
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