Dimensions of Procrastination and Their Combined Impact on Academic Performance in Distance Education

• Published in: Revista iberoamericana de psicología y salud 2024-07, Vol.15 (2), p.46-55
• Main Authors: González-Brignardello, Marcela Paz, Sánchez-Elvira-Paniagua, Ángeles, López-González, M. Ángeles
• Format: Article
• Language: English
• Subjects: Academic achievement; Behavior; Colleges & universities; Distance learning; Higher education; Procrastination; Self-efficacy; Students; Sustainability
• ISSN: 2171-2069; 1989-9246
• DOI: 10.23923/j.rips.2024.02.075

In a landscape where higher education is being transformed by digital technologies and the need to promote sustainability, UNED's experience and approach can offer valuable insights into tackling these challenges within the context of distance education. [...]UNED's involvement in preparing future leaders to meet the UN's Sustainable Development Goals aligns with the principles of Society 5.0, including inclusion, sustainability, and community engagement Procrastination is characterized by the voluntary delay of essential actions for achieving goals, despite awareness of the negative consequences that result from such delay (Klingsieck, 2013; Steel, 2007; Steel & Ferrari, 2013). Individuals who procrastinate encounter obstacles that hinder their ability to adhere to their plans, often resulting in delays or failure to complete tasks. [...]this behavior can manifest in different areas of life, such as in the academic sphere (eg., not submitting an assignment on time), in the workplace (e.g., not meeting a deadline), or personally (eg., postponing house cleaning). Furthermore, procrastination in this context is associated with beliefs of low self-efficacy (eg, Michinov et al., 2011), anxiety, depression, and rumination (eg, Scheunemann et al, 2021) These negative effects and consequences underscore the importance of deeply understanding this phenomenon and its implications in both the academic and personal spheres Several studies have explored the relationship berween academic procrastination and performance, yielding sometimes contradictory results. Some research has identified a negative relationship, suggesting that students who exhibit procrastination behaviors achieve lower grades and have a lower likelihood of academic success (Alqpur, 2020; Kim & Seo, 2015; Solomon & Rothblum, 1964; Steel et al. 2001; Tice & laumeister, 1997) However, other studies have not established a clear relationship between procrastination and academic performance, and some have even suggested that