Exploring academic procrastination: Perceptions, self-regulation, and consequences

Abstract

This qualitative study examines academic procrastination among Israeli Master of Education students writing their theses. The majority of the the participants (80% of the 145) reported behaving differently on this task than on other assignments. One of the primary factors influencing procrastination derives from the complexity of the assignment. Considering the research literature describes tight relationships between academic procrastination and academic achievement, one surprising finding concerns the fact that respondents saw no relationship between their procrastination and their final grade. A gap was found between students’ self-perception and their actual performance. Approximately 75% of the students perceive themselves as academic procrastinators, but in actuality nearly half of them completed the assignment on time. The starting date was found to be significant. Students who immediately began work upon receiving the assignment strongly tended to submit it on time. Students who did not begin early completed the project later than the scheduled date, if at all.