Academic Procrastination: The Perspective of University Counsellors

Abstract

The purpose of this study was to investigate the antecedents and consequences of academic procrastination in students who frequent university counselling in regard to this issue. To undertake this, semi-structured interviews with 12 experienced university counsellors in German universities were conducted. A qualitative content analysis resulted in two category systems-antecedents and consequences. Whereas the antecedents were differentiated into nine categories and 30 themes, the consequences were differentiated into 10 categories and 20 themes. The findings indicated that the antecedents and consequences were largely a reflection of the students' characteristics, their personal and learning situations, and the university environment. A layer model is discussed as a heuristic model for future research and for university counselling services.

The Academic Procrastination in Junior High School Students’ Mathematics Learning: A Qualitative Study

“…The research findings significantly correlate to the results of research conducted by Patrzek et al (2012) who studied the causes of academic procrastination including (1) personality-related antecedent, (a negative self-image), (2) competence-related (a deficient self-regulation), (3) affective (anxiety), (4) cognitive (worries), (5) learning history (a negative learning experience), (6) mental and physical state (an illness), and (7) perceived task characteristic (amount).…”

“…The results of this research is supported by the results of a previous study conducted by Patrzek et al (2012) and Zeenath & Orcullo (2012) that show academic procrastination caused primarily by the private life (lack of social networks), and the school-related factor (teachers' quality). In an environment of education, although teaching is held in a different class with a different teacher, school culture as a whole has the same things in common.…”

“…This problem needs an intervention through teaching and learning skills and approaches that focus more on time management and scheduling (Procee, et al, 2013;Eerde, 2003;Gafni & Geri, 2010).…”

“…The internal ones are: (1) personality-related which includes negative self-image, avoidance, and perfectionism (Zeenath & Orcullo, 2012;Patrzek, Grunschel, & Fries, 2012;Procee, Kamphorst, Wissen, & John-Jules, 2013;Pychyl, Coplan, & Reid, 2002;Saleem & Rafique, 2012), (2) competence-related which covers lack of knowledge, regulation of low self-esteem, and lack of study skills, (3) affective which refers to anxiety, frustration, boredom, feelings of anxiety, shame, and guilt (Deniz, Traz, & Aydogen, 2009;Haghbin, Mccaffrey, & Phychyl, 2012;Vahedi, Farrokhi, Gahramani, & Issazadegan, 2012;Haycock, McCarthy, & Skay, 1998), (4) cognitive which concerns on fear, lack of internal motivation, and failure of self-regulation (Park & Sperling, 2012;Asri, 2015), (5) learning history which consists of behavioral learning and negative learning experience, (6) physical and mental health, (7) perception of the characteristics of academic assignments viewing the task as an enemy, or as difficulty, or otherwise it is perceived as important to work with (Procee et al, 2013), (8) lack of the scale of priorities, (9) poor time management skills, and (10) the selection of coping strategies used (Procee et al, 2013;Asikhia, 2010;Tsai, Shen, & Lee, 2011;Seperiah & Lotf, 2011). While the external ones cover school-related matters such as the quality of teachers, peer influences, and external conditions of the school (Zeenath & Orcullo, 2012;Patrzek et al, 2012) and the style of parenting (Pychyl et al, 2002;Zakeri, Esfahani, & Razmjoee, 2013;Vahedi & Mortazanajad 2009;Milgram & Toubiana, 1999).…”

Determinants of Procrastination in Academic Settings

“…S druge strane, postoje i studenti koje takvo ponašanje ne smeta, ne izaziva im veću emocionalnu nelagodu te zbog njega ne doživljavaju nikakve negativne posljedice (Patrzek, Grunschel i Fries, 2012).…”