Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore

Abstract

Two studies are reported examining academic procrastination and motivation in 1,145 university students from Canada and Singapore. In Study 1, relationships between procrastination and motivation variables were found to be similar across contexts, with self-efficacy for self-regulated learning most strongly associated with procrastination in both contexts. In Study 2, patterns of procrastinating behavior and the negative impact of procrastination were examined and compared in Canadian and Singaporean undergraduates. Participants in both contexts reported writing to be the academic task most prone to procrastination. More Singaporeans than Canadians were classified as negative procrastinators (i.e. rated procrastination as a negative influence on academic functioning). In both contexts, negative procrastinators spent more time procrastinating than neutral procrastinators and displayed lower self-efficacy for self-regulated learning.a pps_394 361..379On décrit deux recherches portant sur la motivation et la procrastination universitaire (tendance à remettre au lendemain) de 1145 étudiants du Canada et de Singapour. Dans la première étude, les relations entre la motivation et la procrastination sont apparues être analogues dans les deux pays, la variable la plus fortement associé à la procrastination étant l'auto-efficience pour l'apprentissage autorégulé. Dans la deuxième étude, les schémas comportementaux de procrastination et son impact négatif ont été analysés et comparés chez les étudiants de 1°cycle canadiens et singapouriens. Les sujets des deux pays ont mentionné la rédaction comme étant la tâche universitaire la plus soumise à la procrastination. Davantage de Singapouriens que de Canadiens été classés en procrastinateurs négatifs (c'est-à-dire que la procrastination est considérée comme étant un handicap pour les études). Dans les deux cas, les procrastinateurs négatifs gaspillaient plus de temps que les procrastinateurs neutres et manifestaient une moindre auto-efficience pour l'apprentissage autorégulé.

The Relationship of Flow and Self-Regulated Learning to Active Procrastination

“…Tuckman and Sexton (1989) suggested that procrastination is the lack of self-regulated performance. Procrastination is associated with a low level of self-efficacy (Howell & Watson, 2007); low levels of resource management strategies such as effort regulation, peer learning, and help seeking (Milgram, Dangour, & Raviv, 1992;Synn, Park, & Seo, 2005); high anxiety (Lay & Silverman, 1996;Milgram & Naaman, 1996;Tice & Baumeister, 1997); and unsatisfactory performance (Klassen et al, 2010).…”

The Conceptualisation and Measurement of Pacing Styles

“…The pattern of pacing style means across the three styles in both the faculty (Deadline: M = 2.80, SD = .95; Steady: M = 2.70, SD = .81; U-shaped: M = 3.10, SD = .89) and organisational (Deadline: M = 2.38, SD = .85; Steady: M = 2.94, SD = .83; U-shaped: M = 2.76, SD = .89) samples tended to be less deadline oriented than the student means reported in Tables 2,3,4,and 5. Furthermore, there has been some initial evidence in the literature of cultural differences in deadline avoidant behaviors (Klassen, Ang, Chong, Krawchuk, Huan, Wong, & Yeo, 2010), making cross-cultural differences in pacing style and consequent behaviors an important area for further investigation. Additional research in more diverse contexts should verify the generalisability of findings.…”

Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City

“…8, No. 10;2015 On gender, the academic negligence researches, has largely equivocal, different, ambiguous and complex. Some of these studies (e.g., Ferrari et al, 1995;Kagan, 2009;Ozer & Dmyrvfrary, 2009) suggest that males are more lax .However, other studies indicate that there is not significant relationship between gender and negligence (Clark & Hill, 1994;Haykvk, 1993;Solomon & Ruthblum, 1984).…”

“…8, No. 10;2015 been found that the negligence involved a motivational problem, as negligence's hardly are raised; Therefore more likely to work in the school and study for exams until the last possible moment, they negligence (Takmn, 1998, quoted by Lee, 2005). Negligence often know exactly what is needed to complete a given task but mostly in excited their motivation to achieve academic goals on given time and fail (Strand, 2011).…”