Effects of Procrastination and Intrinsic Motivation on Academic Performance and Life Satisfaction in Upper Division Courses

Abstract

Traditional procrastination has been defined as an intentional delay in starting an act, which often leads to a negative outcome. Procrastination has been shown to be related to poor academic performance. However, some have argued that one type of procrastination – active procrastination (AP) – can sometimes provide benefits, as individuals intentionally use time pressure to increase motivation. Active procrastination predict better academic performance, whereas passive procrastination (PP) – avoiding the task and trying to act as if there were no task looming – predict poorer academic performance. The hypothesis for the current study were that higher AP would be associated with higher performance than lower AP or higher PP. 100 undergraduate students in online psychology classes were offered extra credit and completed at least part of the survey. AP and PP were assessed with scales, and academic performance was determined by grades on a term paper. The surveys were presented via Survey Monkey; instructor entered grade information, then deleted the identifying information before researcher received the data file. Pearson’s correlations were performed among both scales and the academic performance measure. AP was positively correlated with grades, whereas PP was negatively correlated. These results will be interpreted through the findings of previous studies

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Last time updated on 18/06/2023

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