Academic Procrastination Behavior Research Articles

대학생의 지각된 과제가치와 학습지연행동의 관계에서 협동학습태도를 통한 자기결정성동기의 조절된 매개효과

Objectives This study analyzed the moderated mediating effect of collaborative learning attitudes on self-determination motivation in the relationship between task value and academic procrastination behavior perceived by university students. And through the results derived here, the direction of effective learner-centered class design is suggested.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. The mediating effect of self-determination motivation, the moderating effect of collaborative learning attitude, and the mediated moderating effect were analyzed with SPSS PROCESS, and the significance of the mediating effect and moderating effect was verified through bootstrapping and t-value significance level for each level of the graph.
 Results First, in the relationship between perceived task value and academic procrastination, self-determination motivation showed a mediating effect in alleviating academic procrastination. In other words, the higher the perceived task value level, the higher the self-determination motivation, and the higher the self-determination motivation level, the mediating effect of alleviating procrastination behavior. Second, the collaborative learning attitude showed a significant moderating effect on the relationship between self-determination motivation and academic procrastination. Academic procrastination was significantly regulated at all levels of collaborative learning attitude. The group with self-determination motivation level ‘high’ and learning attitude level ‘high’ had the lowest level of academic procrastination. The group with collaborative ‘low’ level of self-determination motivation and ‘high’ collaborative learning attitude had the highest level of academic procrastination. Third, when perceived task value and self-determination motivation affect academic procrastination behavior, the cooperative learning attitude shows a significant mediated moderating effect. That is, the higher the perceived task value(B=-.332, p<.001) and the higher the motivation for self-determination(B=-.484, p<.001), the lower the procrastination behavior. However, when the level of self-determination motivation was lowered and the collaborative learning attitude was higher, procrastination behavior rather increased. As a result, the moderated mediating effect of collaborative learning attitude was verified through a significant interaction(B=-.018, p<.05) of self-determination motivation*collaborative learning attitude.
 Conclusions Despite a favorable collaborative learning attitude, it is difficult to lower academic procrastination behavior if self-determination motivation is lacking. Therefore, it is effective to increase the level of self-determination motivation through class design that can enhance confidence and competence, and it is necessary to find a way to increase the value of the task.

자기자비 글쓰기가 학업지연 대학생의 자기조절에 미치는 영향

Objectives The purpose of this study was to find out the way to effectively intervene plan to improve the behavior of academic procrastination among college students by examining how self-compassion writing affects the self-regulation of college students with tendency academic procrastination.
 Methods It was intended to conduct an experiment on 48 college students based in gyeongnam by dividing them into self-compassion writing, expressive writing, and distractive writing groups to confirm the effect of treatment on emotional changes and self-regulation.
 Results When college students checked the emotional changes they experienced immediately after recalling the academic procrastination situation and after performing writing treatment in terms of pleasure, arousal, and dominance, there was no significant difference in pleasure and dominance between the writing groups, but the self-compassion writing group was significantly higher in arousal. There was no significant difference between groups in the MSLQ(Motivated Strategies for Learning Questionnaire) score after each writing treatment. On the other hand, it was found that the duration of the task to confirm the effect of self-regulated treatment was significantly longer in the self-compassion writing treatment group than in the other two groups.
 Conclusions After treatment, expressive writing, distraction writing, and self-compassion writing all temporarily increased positive emotions, and self-compassion therapy seems to help them recognize their emotions more clearly by increasing their arousal compared to other writing methods. In addition, self-compassion writing had a positive effect on significantly increasing the level of self-regulation performance compared to other writing. These results confirmed the specific intervention effect of self-compassion writing in academic procrastination behavior.

Islamic Career Guidance for Academic Procrastination Behavior of Students at Muhammadiyah University Enrekang Class of 2017

Academic procrastination such as tending to postpone assignments and not being able to manage time well so as to delay or complete the assignments given. The aim of the research is to determine student procrastination behavior and service patterns towards these students. Method used namely a qualitative field approach (field research). Data collection techniques are through interviews and observation. The results of the research show that the academic procrastination behavior found was: Being late for class, postponing carrying out assignments given by the lecturer in charge of the course, carrying out other activities and permission to study in class, attendance not being optimal, and also being too engrossed in the organizational world so that it is threatened DO. Then to the procrastination is provided with Islamic career guidance services which include recognizing one's potential. where in each session they are guided to make a live proposal. The live proposal will determine when, where and how the career will be achieved. Then doing Affirmations is intended to help students create positive sentences written in "life proposals". The positive sentences are in the form of encouraging sentences. The sentences are short so they are easy and easy to remember. Like I learn from every experience and become wiser every day. I am a source of inspiration for my peers. I deserve to be happy with a more meaningful life, according to the instructions of the Al-Qur'an and Hadith.

KONSELING SEBAYA SEBAGAI ALTERNATIF PENURUNAN PERILAKU PROKRASTINASI AKADEMIK [PEER COUNSELING AS AN ALTERNATIVE FOR ACADEMIC PROCRASTINATION BEHAVIOR

Peer counseling is an alternative approach in counseling services to help individuals carried out by peers. Peer counseling is seen as important because in today's era, individuals more often discuss the problems they face with their peers than with parents or teachers. Peer counseling makes it easier for individuals to talk more comfortably to peers. Therefore, this counseling is suitable for individuals, especially those who have Academic Procrastination Behavior. Peers who do counseling require competencies that must be possessed to support the success of counseling and create good relationships with friends. The method used in this research is a literature study by collecting various kinds of journals related to the subject of the research. The results based on this study can be concluded that peer counseling is an alternative approach that has effectiveness for individuals who have academic procrastination behavior. By using these alternatives, individuals who have Academic Procrastination Behavior have the convenience to tell stories and are able to overcome the problems they face.

Prokrastinasi Akademik dalam Pergaulan Mahasiswa PGSD

This study aims to find out more about the behavior of academic procrastination in the association of PGSD students. The subjects of this study were 7 semester 4 PGSD students at Muria Kudus University who had experienced academic procrastination and had a social environment that encouraged them to do so. The research method uses qualitative methods with a case study approach. Data collection is done through observation, in-depth interviews, documentation, and recording. Data validity test includes internal validity, external validity, reliability, and objectivity. Data analysis techniques include the stages of collecting, reducing, presenting, and drawing conclusions. The results of the study indicate that there are interrelated internal and external factors that cause academic procrastination behavior. Internal factors in the form of physical and psychological conditions. External factors include lack of support and cooperation, busy working and organizing, and social influences. Social influence is the most dominant external factor causing academic procrastination. The influence of association triggers the emergence of academic procrastination behavior due to self-alignment efforts to be accepted in a group characterized by cohesiveness, agreement, and obedience.

THE ROLE OF ACADEMIC MOTIVATION IN PREVENTING STUDENTS' ACADEMIC PROCRASTINATION DURING ONLINE LEARNING AMID THE COVID-19 PANDEMIC

Academic procrastination is a severe problem students faced during online learning amid the Covid-19 pandemic. One of the predictors that can reduce academic procrastination is increasing academic motivation. This research aimed to determine how academic motivation could affect students' academic procrastination during online learning amid the Covid-19 pandemic. A total of 619 students participated in this research. The Yockey Academic Procrastination Short Scale (APS-S) and Vallerand's Academic Motivation Scale (AMS) were used to measure procrastination and motivation, respectively. Academic motivation and academic procrastination were analyzed using multiple regression analysis. The results showed that academic motivation consisting of intrinsic, extrinsic, and amotivation influenced 15.6% of academic procrastination behavior. Intrinsic motivation and amotivation had a significant effect on academic procrastination. Procrastination tended to be done by men. Meanwhile, women's intrinsic motivation tended to be higher than men's, with higher extrinsic motivation in academics.

Analysis of Factors Causing Academic Procrastination in Students

Procrastination is the behavior of delaying doing something. In the academic field, this behavior is commonly known as academic procrastination. Students who have this behavior tend to always delay doing college assignments, work on assignments close to deadlines, and spend time on less important things. This study aimed to determine the factors causing the emergence of Academic Procrastination Behavior in Students. This research is qualitative descriptive research with 70 Guidance and Counseling students as subjects. Methods of data collection using the interview method. The data analysis technique uses source triangulation. The results of the study show that the causes of academic procrastination are habits, poor time management, laziness, fatigue experienced by students, as well as work and assignments that are difficult to understand. The conclusion of this study is procrastination and excessive laziness are the main factors that cause procrastination behavior in individuals. Therefore students need to eliminate feelings of laziness to avoid academic procrastination.

대학생들이 지각한 협동학습태도가 학업지연행동에 미치는 영향

Objectives This study was to analyze the moderating effect of self-determination motivation (autonomy, competence, relatedness) in reducing academic procrastination behavior in the relationship between cooperative learning attitude and procrastination behavior perceived by college students.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. Multivariate analysis was conducted to analyze the difference between groups according to demographic characteristics through SPSS statistical analysis, and to analyze the moderating effect, a hierarchical regression analysis was performed.
 Results First, in the relationship between cooperative learning attitude and academic procrastination behavior, the self-determination motivation level ‘high’ group(p<.001) and ‘medium’ group(p<.05) showed a moderating effect of mitigating academic procrastination behavior. In these two groups, the higher the level of cooperative learning attitude and the higher the level of self-determination motivation, the lower the academic procrastination behavior. Second, as a result of analyzing the moderating effects of sub-factors of self-determination motivation, significant moderating effects were shown in all levels of relatedness. However, when the level of cooperative learning attitude was lowered, the higher the level of relatedness, the higher the level of academic procrastination behavior, and the lower the level of relatedness, the lower the level of academic procrastination behavior.
 Conclusions It was reported that raising the level of self-determination motivation is effective in reducing academic procrastination, but in the case of students with a high level of relationship motivation, it can be a more effective class when the level of cooperative learning attitude can also be raised. In addition, the results derived from this study were discussed together with the results of previous studies and suggested for future studies.

Exploring the Relationship between Self-Efficacy and Academic Procrastination: A Study among Psychology Students

This research aims to determine the relationship between self-efficacy and academic procrastination in psychology students. The method used is quantitative with a correlational design. 165 students aged 18 to 25 years studying for a bachelor's degree at the Faculty of Psychology at Satya Wacana Christian University were research participants using the Accidental Sampling technique. Research measurements used the General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem and the Academic Procrastination Scale (APS) developed by McCloskey, with data analysis using product moment correlation from Karl Pearson. The research found a negative relationship between self-efficacy and academic procrastination in Satya Wacana Christian University psychology students. This is indicated by a correlation coefficient of -0.147 with a significance value of 0.030 (p<0.05). This means that the higher the level of self-efficacy in students, the lower the level of procrastination in students, and conversely, the lower the level of self-efficacy in students, the higher the academic procrastination behaviour in students. The results of this research can be used as material to make efforts to increase self-efficacy to prevent procrastination behaviour in students.

간호대학생의 스마트폰 중독과 학업지연행동 관계에서 자기자비와 감성지능의 매개효과

Objectives The purposes of this study were to o examine the mediating effects of self-compassion and emotional intelligence on smartphone addiction and academic procrastination behavior among nursing undergraduates.
 Methods Data was obtained via an online survey conducted from May to June 2023, with senior nursing students and multi-mediating effects were analyzed using the PROCESS macro for SPSS software, utilizing bootstrap techniques.
 Results Smartphone addiction showed a negative correlation with self-compassion. Academic procrastination and sma rtphone addiction showed a positive correlation, and self-compassion and emotional intelligence each showed a negative correlation. Smartphone addiction and self-compassion showed a negative correlation. The indirect effect of smartphone on academic procrastination behavior through self-compassion had significant mediating effects(Std. estimate=-.0213, CI: -.0518~.0048). However, emotional intelligence was not a mediating effect (Std. estimate=-.0110, CI: -.0505~.0264). There was a significant indirect effect of smartphone addiction on academic procrastination behavior through self-compassion and emotional intelligence (Std. estimate=.0470, CI: .0217~.0796).
 Conclusions The findings highlight the necessity of nursing education interventions for enhancing self-compassion and emotional intelligence, ultimately improving caregiving competency in nursing undergraduates.

THE RELATIONSHIP OF MATHEMATICS LEARNING MOTIVATION AND ACADEMIC PROCRASTINATION BEHAVIOR IN HIGH SCHOOL/KEAR STUDENTS IN BUKITTINGGI

The aim of this research is to determine whether there is a relationship between academic procrastination behavior and motivation to learn mathematics in high school students in Bukittinggi City. The data collection technique used was accidental sampling technique so that a sample of 50 people was obtained. The method used in this research is quantitative with a correlational design with product moment correlation data analysis techniques based on questionnaire data with scales of learning motivation and academic procrastination. The results of data analysis show that the correlation value between mathematics learning motivation and academic procrastination is 0.260, meaning that there is a significant relationship between mathematics learning motivation and academic procrastination behavior in high school students in Bukittinggi City. This shows that if motivation to learn mathematics is high then students' academic procrastination behavior will tend to be low.

The Mediator Role of Need for Cognition on the Relationship Between High School Students’ Academic Procrastination Behaviors and Attitudes Towards School

Erken dönem travmalarının yetişkinlikte birçok ruhsal sorunun veya şiddet davranışlarının belirleyicisi olduğu bilinmektedir. Bu makale çalışmasında; erken dönem travma deneyiminin flört şiddeti mağduriyeti yaşayan kadın üniversite öğrencileri üzerindeki etkisinde savunma mekanizmalarının aracılık rolü araştırılmıştır. Araştırmanın çalışma grubunu İstanbul’da lisans ve üzeri öğrenimine devam eden 303 kadın katılımcı oluşturmaktadır. Verilerin toplanmasında Romantik İlişkileri Değerlendirme Ölçeği (RİDÖ), Çocukluk Çağı Ruhsal Travma Ölçeği (ÇÇRT), Savunma Biçimleri Testi-40 (SBT-40) ve araştırmacı tarafından hazırlanmış Demografik Bilgi Formu kullanılmıştır. Araştırma; erken dönem travma deneyimi, savunma mekanizmaları ve flört şiddetine maruz kalma arasındaki ilişkiyi değerlendirmeyi amaçlayan ilişkisel tarama modeline göre tasarlanmış betimleyici bir çalışmadır. Araştırma sonuçları özetlendiğinde; erken dönem travma deneyiminin flört ilişkisinde maruz kalınan şiddeti, ilkel savunma mekanizmalarını ve nevrotik savunma mekanizmalarını yordadığı; kullanılan ilkel savunma mekanizmalarının ise flört ilişkisinde maruz kalınan şiddeti anlamlı düzeyde yordadığı belirlenmiştir. Bununla birlikte erken dönem travma deneyimi ile romantik ilişkilerde flört şiddetine maruz kalma arasında ilkel savunma mekanizmalarının aracılık rolü doğrulanırken, nevrotik ve olgun savunma mekanizmalarının aracılık rolü doğrulanmamıştır. Araştırma sonuçları ilgili literatür çerçevesinde tartışılmış ve yorumlanmıştır.

Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice

This study examined the effect of a psychoeducation program for coping with academic procrastination based on cognitive behavioral therapy on academic procrastination behaviors of university students. The "Academic Procrastination Scale" was used to determine students' academic procrastination behaviors. The research group consists of a total of 24 students. After identifying the participants, the researcher prepared an 8-session psychoeducation program with each session lasting 90 minutes on average. The non-parametric Mann Whitney-U test was used to determine whether there was a significant difference between the pre-test and post-test mean scores of the experimental and control groups. According to the results obtained from the study, it was seen that the psychoeducation program developed based on the cognitive behavioral approach was effective on the decrease in the academic procrastination behaviors of the university students in the experimental group.

The Influence Of Self-Control On The Academic Procrastination Behavior Of Al-Khoiriyah Islamic Middle School Students Living In Islamic Boarding Schools

As an educational institution, implementing all activities held by Islamic boarding schools is close to the teachings of the Islamic religion. Students who choose to live in Islamic boarding schools experience what is called academic procrastination behavior. Academic procrastination is a form of procrastination generally carried out in academic areas, such as assignments at school or assignments in study courses so it can be academic procrastination. Students' weak self-control causes academic procrastination. This research aims to determine how students' self-control influences the procrastination behavior of students at Al-Khoiriyah Islamic Middle School. In other words, this research wants to know whether the self-control variable is a variable that plays a positive or negative role in influencing academic procrastination. This type of research is causal-comparative. The population of this study was 122 students. Purposive sampling was used as a sampling technique in this study, with the criteria being junior high school students living in Islamic boarding schools, with a total of 66 students. Meanwhile, the self-control and academic procrastination scales were used as data collection methods to test the hypothesis using a simple regression test. From data processing, significant results were obtained at 0.000<0.05, with a regression coefficient of -0.342 and a value = 0.378. Equal to 37.8%, while other variables influence 61.5%. So, the results of this research show that self-control plays a significant role and negatively influences the academic procrastination behavior of Al-Khoiriyah Islamic Middle School students who live in Islamic boarding schools. Keywords: Self-control, Academic Procrastination, Students, School, Behavior

College Students Academic Procrastination Behavior and Its Impact on Academic Performance

Procrastination behaviors become more and more common among the college student population. Procrastination behaviors include being late to class, not completing tasks assigned by teachers on time, not having a clear study time plan, or making a hasty last-minute effort. The reason for procrastination is to some extent due to less supervision by teachers and parents. Therefore, research on academic procrastination among college students and on effective interventions to correct this undesirable behavior is currently the focus of educational studies. Based on this phenomenon, this paper conducted a questionnaire survey and an in-depth interview to investigate the local undergraduate university, Qingdao Agricultural University, as an example. This paper investigated the differences in study procrastination behavior among gender and grade levels and the influence of study procrastination behavior on college studentsacademic performance. The findings revealed that there was no discernible variation in the study procrastination behaviors of college students in local undergraduate institutions in terms of gender. According to grade level, the third year of college had the greatest level of procrastination, and the fourth year of college had the lowest level, according to grade level. In addition, there was a good correlation existed between academic procrastination behavior and academic performance. The primary causes for procrastination were students lack of interest in the task itself and their poor self-control. In all, this study provides preliminary evidence for future educational practices targeting procrastination.

Ortaokul Öğrencilerinde Algılanan Anne-Baba ve Öğretmen Akademik Katılımı ile Akademik Erteleme Davranışı Arasındaki İlişkide Akıllı Telefon Bağımlılığının Rolü

The main aim of this research is to examine the role of smartphone addiction in the relationship between perceived parental and teacher academic involvement and academic procrastination behavior among middle school students. The data for the research were collected from 590 students who study in middle schools in Odunpazarı district of Eskişehir through personal information forms and scales. The scales used in the study consist of items that inquire about the levels of perceived parental and teacher academic involvement, academic procrastination behavior and smartphone addiction of the students. In line with the aims of the research, the data were analyzed using the SPSS 22.0 package program. Descriptive statistics, correlation analysis and regression analysis were used to answer the research questions. According to the results obtained from the study, it was determined that middle school students’ levels of perceived parental and teacher academic involvement were above average, their levels of smartphone addiction were below average and finally their frequency of academic procrastination behavior was below average. As a result of the study, it was determined that there were negative and statistically significant relationships between perceived parental and teacher academic involvement and the academic procrastination behavior of students. As a result of the regression analyses conducted for the main purpose of the research, it was revealed that smartphone addiction partially mediated both the effect of perceived parental academic involvement on academic procrastination behavior and the effect of perceived teacher academic involvement on academic procrastination behavior. Within the scope of the study, it was suggested to examine other possible variables that may cause academic procrastination behavior, which is one of the most important factors that negatively affect student success.

PENGARUH PASSION TERHADAP PERILAKU PROKRASTINASI AKADEMIK MAHASISWA

Academic procrastination is the behavior of deliberately delaying assignments until the submission deadline, even though they already know the impact of the delay. With many tasks that students have, it can increase the tendency of delaying behavior to carry out other activities that students prefer. An activity that is highly liked by an individual is called Passion. Students tend to delay their assignments by doing other activities they like (for example playing games). This study discusses the role of passion that students have for an activity on academic procrastination behavior in students. The purpose of this study is to examine how big the role of passion is in academic procrastination. The target participants are students studying at universities in Jakarta. The research method used is non-experimental with a correlational type. The number of participants obtained from this study was 230 students spread across various universities in Jakarta using the convenience sampling method. The measuring instruments used in this study were the Passion Scale and the Academic Procrastination Scale. Regression analysis using SPSS version 26.0 shows that passion has a role of 2.5% (r = 0.159 / sig. = 0.016) in academic procrastination. The regression analysis between obsessive passion (OP) and academic procrastination shows that OP has a role of 5.5% (r = 0.235 / sig. = 0.000) on academic procrastination.

Conscientiousness dan Dukungan Sosial Teman Sebaya Terhadap Prokrastinasi Akademik Mahasiswa Jurusan Sistem Komputer

Students who practice academic procrastination often experience failure in the academic field due to the behavior of procrastinating time in doing assignments from lecturers which results in feelings of laziness, fatigue, and boredom so that students experience failure in the academic field. Conscientiousness can be interpreted as a description of a person's persistence to control his inner urges so that he can be responsible and comply with existing norms and rules. Peer social support is needed to reduce academic procrastination behavior, this is because positive support from peers in the educational process will improve student academic performance. This study aims to empirically examine the role of conscientiousness and peer social support in predicting student academic procrastination in the computer systems department of Universitas Putra Indonesia YPTK Padang. The sample for this study was 152 active status students from 2016 to 2019 using a simple random sampling technique. This research is non-experimental quantitative research with a survey method. The research measuring instrument consists of three scales, namely the conscientiousness scale, the peer social support scale and the academic procrastination scale. The results of this study indicate that conscientiousness and peer social support in collaboration are able have a significant effect on student academic procrastination in the computer systems department. Furthermore, conscientiousness partially has a significant effect on student academic procrastination in the computer systems department. Finally, peer social support partially has a significant effect on student academic procrastination in the computer systems department. The relationship that occurs is negative, the higher the conscientiousness and peer social support, the lower the student academic procrastination in the computer systems department.

The Relationship Between Academic Procrastination, General Procrastination and Patience: A Study on University Students

This research aims to reveal the nature of the relationship among university students' general procrastination, academic procrastination, and patience behaviors. In the study, the Academic Procrastination Scale (APS) and General Procrastination Scale (GPS) developed by Çakıcı (2003), the University Students' Patience Tendency Scale (USPTS) developed by Çeliköz and Gül (2018), and the "Personal Information Form" developed by the researcher were used. The data obtained were analyzed using SPSS 27.0 software. First, a normality analysis was applied, followed by the t-Test and One-Way Analysis of Variance (ANOVA). A correlational design was used in the research to determine the relationship among university students' general procrastination, academic procrastination, and patience behaviors; for the purpose of determining the effect of the patience variable on general and academic procrastination, a multiple regression analysis was used. A moderate (r=0.616), significant, and strong relationship was found between university students' general procrastination behaviors and academic procrastination behaviors. A negative relationship was identified between patience behaviors and both general and academic procrastination behaviors. The multiple linear regression analysis showed that academic procrastination behavior (β= -227) had a more pronounced effect in predicting patience behavior than general procrastination behavior (β= -.155). The research found significant differences in general procrastination, academic procrastination, and patience behaviors based on the participants' gender, the university they attend, family income level, and their field of study; while similarities were identified based on age and class level.

The Effect of Self-Regulated Learning Behavior on Online Academic Procrastination and the Moderating Role of Parental Academic Involvement Latent Profiles Among Middle School Students

Objectives: This study aimed to examine the effect of self-regulated learning on online academic procrastination and the moderating effects of parental academic involvement latent profile.Methods: The participants were 527 middle school students who completed questionnaires to assess online academic procrastination, self-regulated learning behavior, and parental academic involvement. The data were analyzed using descriptive statistics, Pearson’s correlation coefficients, latent profile analysis, and hierarchical regression analysis with SPSS 26.0 and Mplus 8.4.Results: First, latent profile analysis identified four groups of parental academic involvement: support and pressure-emphasizing type, encouragement and active support type, autonomy-supportive type, and lack of support and high-pressure type. Second, results revealed that higher levels of selfregulated learning behavior and being in the encouragement and active support type group; were associated with reduce online academic procrastination behavior. Furthermore, the study found that the negative impact of self-regulated learning behavior on online academic procrastination weakened for students in the lack of support and high-pressure type or the encouragement and active support type groups.Conclusion: This study highlights the significance of improving self-regulated learning behaviors in the context of online learning. Moreover, the results indicate that parents’ positive support and encouragement, coupled with high expectations for academic growth, are more effective in fostering academic success than solely applying academic pressure or offering autonomous learning support. These findings offer valuable insights for developing interventions to prevent and address online academic procrastination.