This study focuses on differences between attitudes toward school, procrastination and academic performance among traditional and distance learning university students. The study sample consists of 162 participants, students of the Babes Bolyai University, Faculty of Psychology and Educational Sciences. The participants were asked to provide demographical data and completed two questionnaires (Attitude Towards School Scale, Scale of Active and Passive Procrastination). Results suggest that there are weak to medium associations between some aspects of procrastination and the academic attitudes of students. The students from both types of educational form show lower levels of academic results when they procrastinate more passively.

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