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

Journal article

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.

Authors: Klassen, RM; Krawchuk, LL; Rajani, S

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Elsevier
• Journal: Contemporary Educational Psychology
• Volume: 33
• Issue: 4
• Pages: 915-931
• Publication date: 2007-08-15
• DOI: 10.1016/j.cedpsych.2007.07.001
• EISSN: 1090-2384
• ISSN: 0361-476X
• Language: English
• Keywords: undergraduates; self-efficacy; motivation; procrastination; self-regulation