Understanding academic procrastination: A Longitudinal analysis of procrastination and emotions in undergraduate and graduate students

Abstract

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Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments

“…Henderikx et al (2019), in particular, did not find a significant correlation between enjoyment and academic procrastination in online learning environments. These findings seem to contradict the theory and research findings in face‐to‐face settings (Rahimi, 2019). Therefore, there is a need to further examine the association between enjoyment and academic procrastination in online learning environments.…”

“…However, how other emotions such as anger, anxiety, hopelessness and boredom are related to online procrastination has not been examined. In addition, the fact that enjoyment was not significantly correlated with academic procrastination as found by Henderikx et al (2019) and Rahimi and Vallerand (2021) contradicts the theory and the findings reported in face‐to‐face settings (Rahimi, 2019). Therefore, there is a need to expand the scope of past work by revisiting the association between online academic procrastination and multiple aspects of achievement emotions.…”

“…Students experience various emotions when learning in a self‐paced and remote setting such as enjoyment (Cleveland‐Innes & Campbell, 2012), boredom (Baltà‐Salvador et al, 2021), anger and hopelessness (Stephan et al, 2019), and anxiety (Zembylas, 2008). Although research in face‐to‐face settings have shown that academic procrastination was significantly and negatively correlated with enjoyment and positively correlated with boredom, anger, hopelessness and anxiety (Rahimi, 2019), how these emotions relate to academic procrastination in online learning environments has not been widely examined. The existing literature has focused on the relation between achievement emotions (ie, enjoyment, boredom, anger, hopelessness and anxiety) and students' adaptive self‐regulation (Artino & Jones, 2012; Kim et al, 2014; You & Kang, 2014).…”

Psychometric validation of the Arabic version of the Irrational Procrastination Scale (IPS)

“…The exact mechanism of procrastination is not fully understood. Nevertheless, according to recent studies, it can be linked to several processes that can have an adverse additive effect, leaving room for a longer course of postponement [9]. A key factor of procrastination is anxiety and fear.…”

Ansiedade cognitiva de provas e procrastinação acadêmica: um estudo com universitários do Brasil

“…Ademais, uma das principais variáveis da procrastinação é o medo do fracasso causado pela ansiedade da aproximação da entrega dos trabalhos acadêmicos e para diminuir a aflição, a atividade é adiada, e no esforço de salvar sua decisão inventam desculpas e imprevistos (Somers, 2008). Dito isto, uma vez que a procrastinação é uma prática de regulação emocional desadaptativa, aponta-se a importância de compreender o papel de varáveis de cunho emocional, como por exemplo, a ansiedade, parece de fundamental importância para intervir no fenômeno (Behnagh & Ferrari, 2022), uma vez que regular comportamentos é essencial para a concretização de metas (Rahimi et al, 2023).…”