Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination

This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-varia...

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Bibliographic Details
Published in:Contemporary educational psychology 2008-10, Vol.33 (4), p.915-931
Main Authors: Klassen, Robert M., Krawchuk, Lindsey L., Rajani, Sukaina
Format: Article
Language:English
Subjects:
Academic Achievement
Anxiety
Biological and medical sciences
College students
Educational psychology
Fundamental and applied biological sciences. Psychology
Grade Point Average
Motivation
Prediction
Procrastination
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Self Efficacy
Self Esteem
Self Management
Self-regulation
Study Habits
Undergraduate Students
Undergraduates
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Summary:This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination, self-efficacy for self-regulation is most predictive of procrastination tendencies. Study 2 examines academic and motivation characteristics of “negative procrastinators,” the undergraduates who are most adversely influenced by procrastination. The 25% of 195 participants in Study 2 who were classified as negative procrastinators had significantly lower GPAs, higher levels of daily and task procrastination, lower predicted and actual class grades, and lower self-efficacy for self-regulation. After controlling for GPA, daily procrastination and self-efficacy for self-regulation significantly predicted the negative impact of procrastination. The article concludes with a discussion of the importance that self-efficacy for self-regulation holds for procrastination research, and with suggestions for practitioners who work with students who are adversely affected by procrastination.
ISSN:0361-476X
1090-2384
DOI:10.1016/j.cedpsych.2007.07.001