Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue

Abstract

Αcademic procrastination, characterized by self-regulation difficulties in delaying the start or completion of academic tasks (Ferrari, 2010), is widespread among university students. One of the most widely used measures of academic procrastination is Procrastination Assessment Scale Students (PASS, Solomon &Rotblum, 1984). However, there is adearth of research investigating its factorial structure using confirmatory factor analysis. Greek studies on academic procrastination are also scarce. The present study investigated academic procrastination among Greek university students (n = 865),as well as the factorial structure of PΑSS. Results from a CFA supported a one factor solution. Moreover, 40.5% of students were characterized as frequent procrastinators, towards reading for the exams, writing essays or attending classes. The reasons students gave for procrastinating were “fear of failure”, “task aversion”, “fear of success /peer pressure” and “lack of assertiveness/ time management skills”. No major, age, or gender differences in academic procrastination were detected. Finally, most students wished to participate in a future anti-procrastination program. Findings increase the ecological validity of current literature and could be potentially useful for counselors and researchers

The Relationship between Physical Activity and Academic Procrastination in Chinese College Students: The Mediating Role of Self-Efficacy

“…It is reported that over 70% of college students regularly postpone educational tasks such as readings and writing assignments [ 7 , 8 ]. Moreover, over 40% of college students have self-identified as frequent procrastinators [ 9 ]. Extensive studies have explored the consequences caused by AP.…”

Investigating the Academic Procrastination of Efl Students

“…This is supported by Kármen et al, (2015) that based on recent studies, 70% of university students thought that procrastination in the academic situation is a very common phenomenon and believes that procrastination as characteristic of their academic activities. Argiropoulou and Ferrari (2014) also affirm that over 75% of university students procrastinate frequently, particularly towards meeting study obligations, and it was reported that the students delay their tasks due to academic difficulties. Moreover, Solomon and Rothblum (1994) assert that university students tend to procrastinate to a great extent, especially when it comes to tasks most closely related to their academic performance.…”

“…30% of participants reporting to procrastinate on reading weekly assignments and 20% reporting to procrastinate on writing a term paper. Besides, Argiropoulou and Ferrari (2014) also found that reading weekly assignments with 23.5% of the participant were procrastinate on this task. 19.2% of the participants reported procrastinate on writing a term paper, 14.3% procrastinate on course attendace.…”

Analýza vzájomných vzťahov medzi nerozhodnosťou, akademickou prokrastináciou a úzkosťou

“…Hoci odhady jej miery nie sú jednotné, udáva sa, že 30-60 % študentov odkladá plnenie školských úloh (Rabin et al, 2011). V niekoľkých výskumoch sa preukázala vyššia miera akademickej prokrastinácie u mužov (Balkis, & Duru, 2017;Steel, 2007;Ozer, & Ferrari, 2011), avšak prítomnosť rodových rozdielov nebola v ďalších výskumoch jednoznačne potvrdená (Argiropoulou et al, 2016;Schweigerová, & Slavkovská, 2015). Slabá pozitívna korelácia bola zistená medzi akademickou prokrastináciou a prežívanou úzkosťou i depresívnym prežívaním (Eisenbeck et al, 2019;Senécal et al, 1995).…”