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

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JournalContemporary Educational Psychology
DatePublished - Oct 2008
Issue number4
Volume33
Number of pages17
Pages (from-to)915-931
Original languageEnglish

Abstract

This article reports two studies exploring the academic procrastination of 456 undergraduates. Study I 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 [lad 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. (C) 2007 Elsevier Inc. All rights reserved.

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