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Article
Publication date: 24 May 2022

Rocío Giselle Fernández Da Lama and María Elena Brenlla

The present research was based on an online questionnaire. A total of 256 undergraduate psychology students aged 18–44 (M = 23.61; SD = 0.57) from the Pontifical Catholic…

Abstract

Purpose

The present research was based on an online questionnaire. A total of 256 undergraduate psychology students aged 18–44 (M = 23.61; SD = 0.57) from the Pontifical Catholic University of Argentina took part in the study (137 women; 53.3%). A sociodemographic and academic survey and the locally adapted versions of the Zimbardo Time Perspective Inventory (ZTPI), the Motivated Strategies for Learning Questionnaire (MSLQ) and the Tuckman Procrastination Scale were used in this study. Participants were contacted by an email advertisement in which the main purpose of the study was explained, and the instruments remained open from September to November of 2021. Descriptive analyses – means, standard deviations and frequencies – were calculated using IBM SPSS v.25, and mediation and moderation analyses were conducted on PROCESS macro.

Design/methodology/approach

Academic achievement has always been a concern in the high undergraduate's community. Numerous studies have addressed psychological aspects of students' academic life; however, a past-positive (PP) time perspective, a warm and sentimental view of past events that took place in someone's life, has not been profoundly contemplated. The fact that students might organize their activities, employ different strategies to fulfill their tasks and motivate themselves to pursue their academic goals based primarily on their past experiences calls the attention on conducting research on this time perspective dimension and its relationship with procrastination and academic motivation. It was hypothesized that the PP time perspective would positively predict academic achievement via the mediation of academic motivation in a way that the potentiate effect of PP time perspective on academic achievement would be increased in highly motivated students, but this effect would be reduced in less motivated students. Also, it was hypothesized that the relationship between motivation and academic achievement would be negatively moderated by procrastination such that academic achievement would increase with academic motivation; however, that increase would be attenuated by procrastination.

Findings

Academic achievement was positively associated with PP time perspective (r = 0.39; p < 0.01) and academic motivation (0.36; p < 0.01) and negatively associated with procrastination (r = −0.15; p < 0.05). Results showed that academic motivation mediated the relationship between PP time perspective and academic achievement (ß = 1.37; R2 = 0.21; p < 0.001). Additionally, procrastination moderated the relationship between academic motivation and academic achievement but only at the low (ß = 0.76; p < 0.001) and medium (ß = 0.44; p < 0.001) levels of procrastination, while at high levels of procrastination, that relationship was not statistically significant (ß = 0.11; p > 0.05).

Originality/value

This is the first study that examined the mediated role of academic motivation in the relationship between PP time perspective and academic achievement and that included the moderating role of procrastination.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 7 November 2017

Rachana Ghosh and Santanu Roy

This study aims to examine the impact of multidimensional perfectionism on academic procrastination among university students in India and to explore whether gender plays any role…

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Abstract

Purpose

This study aims to examine the impact of multidimensional perfectionism on academic procrastination among university students in India and to explore whether gender plays any role in this relationship.

Design/methodology/approach

Data were collected from a sample of 90 female and 60 male students, aged 18-23 years, enrolled in full-time bachelor’s and master’s programs in a central university in the National Capital Region of India and analyzed adopting different statistical techniques.

Findings

The findings indicated that academic procrastination positively correlates with all the three dimensions of perfectionism – self-oriented perfectionism, other-oriented perfectionism and socially prescribed perfectionism. The different dimensions of perfectionism also significantly predict academic procrastination. Gender differences exist with regard to other-oriented perfectionism, socially prescribed perfectionism and academic procrastination.

Research limitations/implications

The results highlight that the different dimensions of perfectionism play a critical role in shaping academic procrastination among university students, but this trajectory often differs between male and female students. Further research among a larger student audience would help concretize the study conclusions.

Originality/value

This study extends the extant literature by examining the predictive relationships between the different dimensions of perfectionism and academic procrastination and the gender differences that exist with regard to academic procrastination and the different dimensions of perfectionism among university students, especially within the context of a developing country (i.e., India).

Details

Gender in Management: An International Journal, vol. 32 no. 8
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 12 January 2023

Gunjan Sharma and Kushagra Kulshreshtha

The aim of this paper is to offer insight into procrastination over the past decade using bibliometric analysis to gauge the evolving journey of this concept. Thus, the concept of…

Abstract

Purpose

The aim of this paper is to offer insight into procrastination over the past decade using bibliometric analysis to gauge the evolving journey of this concept. Thus, the concept of procrastination is examined in terms of authors, affiliating institutions, countries, citation patterns, bibliometric coupling and co-occurrence analysis.

Design/methodology/approach

For exploring the research work on procrastination, the bibliometric analysis was conducted for co-authorship, co-occurrence of keywords, citation network analysis, most influential authors, document and country wise bibliometric coupling by taking 630 publications between the years 2010–2020 into consideration. Software like VOSviewer and Tableau was used for result analysis. In addition, the content analysis was used for the top research papers amongst the eleven different clusters.

Findings

The study reveals the nature and direction of research over the past decade on procrastination. The most prominent journals, authors, articles, institutions, countries and keywords have been identified. The topic shows an upward trend of research as no consolidation or maturity in the pattern is observed. Frontiers In Psychology had the highest number of publications followed by Personality And Individual Differences. The top three contributors are Sirosis, F.M., Feng, T. and Ferrari, J.R. The country-wise analysis shows the USA leading followed by Germany, China and Canada. UiT The Arctic University of Norway was having the most significant contribution followed by The Ohio State University, DePaul University and Tel Hai Academic College. The most prominent themes and documents are reported. In addition, the content analysis depicted the need to conduct the research work on the certain themes which may usher the researchers towards more conceptual clarity and strategizing.

Originality/value

Sufficient discourse and relevant literature are available about procrastination, bedtime procrastination and academic procrastination and related areas. However, procrastination is becoming a universal issue, especially in the field of human resources and workforce development. This paper attempts to facilitate the policy-makers, regulators, researchers and practitioners to explore allied and less explored areas of procrastination that need future investigation.

Details

Benchmarking: An International Journal, vol. 30 no. 10
Type: Research Article
ISSN: 1463-5771

Keywords

Abstract

Details

Youth Exclusion and Empowerment in the Contemporary Global Order: Contexts of Economy, Education and Governance
Type: Book
ISBN: 978-1-80262-497-7

Article
Publication date: 13 July 2021

Bahadur Ali Soomro and Naimatullah Shah

In the present era, entrepreneurs’ well-being is considered a significant factor owing to its strong relationship with entrepreneurship. Therefore, this study aims to investigate…

Abstract

Purpose

In the present era, entrepreneurs’ well-being is considered a significant factor owing to its strong relationship with entrepreneurship. Therefore, this study aims to investigate the relationship between fear of failure and entrepreneurs’ well-being through the mediating effect of procrastination.

Design/methodology/approach

This study is descriptive, with cross-sectional data obtained through a survey questionnaire distributed randomly in Pakistan. Overall, data from 346 valid cases were used to achieve suitable study outcomes.

Findings

This study’s empirical findings highlight the negative effect of fear of failure on subjective well-being. Fear of failure is found to have a significant positive effect on procrastination. Furthermore, procrastination has a negative effect on subjective well-being. Finally, procrastination has a negative role in mediating the relationship between fear of failure and subjective well-being.

Practical implications

The conceptualization of the fear of failure and procrastination (direct and indirect) in relation to subjective well-being may offer a novel contribution in terms of a framework, policymaking and practice. Policymakers, top management and the government may consider the hindering effects of procrastination and fear of failure on entrepreneurs’ well-being and ventures’ success. The study findings may also enrich views in the literature on entrepreneurship and management, particularly in the developing country context.

Originality/value

This study could be helpful in eradicating the traps of procrastination and fear of failure, raising entrepreneurs’ confidence and levels of activity.

Details

Journal of Entrepreneurship in Emerging Economies, vol. 14 no. 6
Type: Research Article
ISSN: 2053-4604

Keywords

Article
Publication date: 8 March 2024

Adrien Faure-Carvallo, Sergio Nieto-Fernández, Caterina Calderon and Josep Gustems

The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different…

Abstract

Purpose

The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management.

Design/methodology/approach

Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered.

Findings

The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination.

Originality/value

The implications of the results for promoting academic time management in university studies through specific actions are discussed.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 30 April 2020

Rahul Singh Chauhan, Alexandra E. MacDougall, Michael Ronald Buckley, David Charles Howe, Marisa E. Crisostomo and Thomas Zeni

Procrastination is regularly presented as a behavior to avoid, but this paper argues that individuals who strategically engage in procrastination may experience unique performance…

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Abstract

Purpose

Procrastination is regularly presented as a behavior to avoid, but this paper argues that individuals who strategically engage in procrastination may experience unique performance benefits that non-procrastinators do not. The purpose of this paper is to present a balanced framework from which procrastination, beginning with a review of the procrastination performance literature and historical stance on the behavior, can be understood.

Design/methodology/approach

This paper presents and reviews the use of procrastination in organizations.

Findings

Our findings indicate that while procrastination can be dysfunctional, it can prove to be strategically valuable. To summarize, this paper recommends a holistic conceptualization of procrastination that refrains from value judgment and calls for rethinking the stigma associated with the behavior.

Originality/value

This paper highlights both the theoretical and practical importance of exploring the benefits of procrastination in an organizational context.

Details

Management Research Review, vol. 43 no. 10
Type: Research Article
ISSN: 2040-8269

Keywords

Article
Publication date: 21 March 2022

Anet Boshoff-Knoetze, Lize Duminy and Yadah Du Toit

The study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a…

Abstract

Purpose

The study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a face-to-face setting.

Design/methodology/approach

This study conducted an analysis of covariance (ANCOVA) to investigate the impact of students falling behind (as proxy for self-regulation failure) on their final course mark. The sample comprised students from four undergraduate modules offered at a South African university in a face-to-face setting (N = 1,604), as well as an ERT setting (N = 1,478). Students falling behind were measured as the days behind, relative to the academic program, using learning management system (LMS) log data. The study further explored whether self-regulation failure had a greater effect on academic achievement in ERT as opposed to a face-to-face context.

Findings

The results indicated a negative correlation between self-regulation failure, evidenced by falling further behind in the academic program, and students' final course marks. Furthermore, the negative impact of falling behind was found to be greater on a student's final course mark during ERT compared to a face-to-face setting.

Originality/value

This study contributes to the literature on ERT by highlighting the increased negative effect of self-regulation failure on academic achievement in ERT as opposed to face-to-face teaching and learning. Findings of this research may be of value to educators and policymakers in identifying ways of supporting self-regulated learning in future ERT situations to ensure that academic success is maintained.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 10 August 2012

Anissa Negra and Mohamed Nabil Mzoughi

Online purchases might be delayed. In some cases, this postponement could be a privileged, an adequate, or an efficient strategy. Online consumer procrastination is the voluntary…

1397

Abstract

Purpose

Online purchases might be delayed. In some cases, this postponement could be a privileged, an adequate, or an efficient strategy. Online consumer procrastination is the voluntary and rational delay of a planned online purchase. The purpose of this research is to develop a measure of this behavior.

Design/methodology/approach

The Churchill's paradigm adapted by Roehrich was adopted. A total of 77 items were generated from 27 interviews. This set of items was reduced to 23 after dropping out redundant or not representative items. In a pilot study, factor analysis on the 23‐item scale yielded a two‐factor structure scale of five items with a reliability ranging from 0.715 to 0.809. The Online Consumer Procrastination Scale (OCPS) was statistically confirmed and validated, in a subsequent investigation.

Findings

Findings revealed a reliable and valid five‐item scale. Its dimensions are online deal‐proneness and online rationality.

Research limitations/implications

This research allows a better conceptualization of the online consumer procrastination. Future research should assess the OCPS validity across different product categories.

Practical implications

OCPS will make easier the recognition of e‐shoppers who delay the achievement of online purchase intentions.

Originality/value

OCPS is the first scale measuring the reasonable delay in an online purchase context.

Article
Publication date: 17 July 2020

Katarina Perander, Monica Londen and Gunilla Holm

The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.

Abstract

Purpose

The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.

Design/methodology/approach

A qualitative content analysis was done of 190 reflective journals written by first-year university students.

Findings

The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.

Practical implications

This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.

Originality/value

This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.

Details

Journal of Applied Research in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

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