Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines

Tuckman, Bruce W.

doi:10.2466/pr0.96.3c.1015-1021

Cited by 74Perfectionism, Procrastination, Anxiety StudiesStudent Stress and CopingEducational Outcomes and Influences

Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines

Tuckman, Bruce W.·2005·Psychological Reports

DOI 10.2466/pr0.96.3c.1015-1021

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Abstract

This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.

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Academic procrastination is particularly associated with a lack of self-regulation skills.
“This behavior is particularly associated with a lack of self-regulation skills and makes it difficult for students to manage their individual learning processes (Tuckman, 2005;Yamada et al., 2016).”
From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Tuckman, 2005

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Authors: Tuckman, B. W.
Affiliations: The Ohio State University (US)
Corresponding author: Tuckman, Bruce W.
Venue: Psychological Reports
Publisher: SAGE Publications
Published: 2005-06
Volume: 96
Issue: 3_suppl
Pages: 1015-1021
ISSN: 0033-2941 (ISSN-L)
1558-691X
DOI: 10.2466/pr0.96.3c.1015-1021
OpenAlex: W1997857832
Cited by: 74
References: 19
Citations by year: 2026: 4 · 2025: 5 · 2024: 6 · 2023: 5 · 2022: 7 · 2021: 7 · 2020: 6 · 2019: 3 · 2018: 7 · 2017: 3 · 2016: 3 · 2015: 8 · 2014: 2 · 2013: 3
FWCI: 1.16
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Psychological Reports (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Social Sciences › Education › Educational Outcomes and Influences
Keywords: academic procrastination, rationalization, self-regulation, course performance, online courses, deadlines, university students, Tuckman Procrastination Scale, study habits
MeSH terms: Adult, Female, Humans, Learning, Male, Surveys and Questionnaires, Time Management, Internet

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines

Abstract

Integrity signals

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