A Multivariate Two-Level Analysis of Higher-Education Course Characteristics Relating to Academic Procrastination

Abstract

Procrastination is a widespread phenomenon in higher education. Recently, aspects of the higher education context targeting self-regulation, social characteristics and task characteristics have been theoretically linked to procrastination. However, only a few and mostly univariate studies on university course characteristics and their relations to procrastination exist. Therefore, the aim of the present study was to integrate several course characteristics, examine in which way they relate to procrastination, and determine if these relations are observable above and beyond individual motivation. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Based on previous conceptualizations and findings, we included twelve course characteristics that potentially affect procrastination. Results imply that academic procrastination is associated with several course characteristics to a considerable degree, especially with the degree in which the course context satisfies basic needs as well as with the clarity and difficulty of assignments.

Holistic Education: the Unity of the Intellectual and Emotional Sphere

“…Many ideas and postulates were created and formulated for its emergence. In philosophy, there have long been disputes about the nature of man, the process of knowing the world (Bäulke, 2000). Artificial neural network, this concept arose when studying the processes that occur in the brain and when trying to simulate these processes.…”

Neuropsychological Prevention of Students’ Procrastination

“…From the disciplary point of view for procrastination the results of empirical research by foreign researchers are also interesting: Ariely and Wertenbroch (2002) investigated the issue of self-regulation, in particular self-control on the manifestation of procrastination in the study of tasks and confirm that the productivity of the task is higher when the deadlines are evenly distributed over time, externally defined deadlines can be more effective, appropriate strategies for flexibility and balance in self-control; Bäulke and Dresel (2000) claim that academic procrastination is a common phenomenon in higher school, academic procrastination is closely related to the peculiarities of self-regulation, individual motivation to meet the needs of students in autonomy and competence; Grunschel et al (2016) investigated that the main cause of procrastination is a low level of motivation to learn and self-regulation in students, analyzed the relationship of academic procrastination with the use of motivational regulation strategies and student academic performance and emotional/cognitive wellbeing; Grunschel et al (2018) also link academic procrastination to a low level of self-regulation in students and offer a cyclical model of group learning with the offer of trainings for different groups of procrastinators, in which students' self-regulation is actualized at the optimal level.…”

Interrelationship of Psychotherapy, Psychocorrection and Psychoconsultation

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