Differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning.

Visser, Lennart; Korthagen, Fred A. J.; Schoonenboom, Judith

doi:10.3389/fpsyg.2018.00808

Cited by 64Perfectionism, Procrastination, Anxiety StudiesStudent Stress and CopingEducational Outcomes and Influences

Differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning.

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Visser, Lennart, Korthagen, Fred A. J., Schoonenboom, Judith·2018·Frontiers in Psychology

DOI 10.3389/fpsyg.2018.00808PMC PMC5985321

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Abstract

Within the field of procrastination, much research has been conducted on factors that have an influence on academic procrastination. Less is known about how such factors may differ for various students. In addition, not much is known about differences in the process of how factors influence students’ learning and what creates differences in procrastination behavior between students with different levels of academic procrastination. In this study learning characteristics and the self-regulation behavior of three groups of students with different levels of academic procrastination were compared. The rationale behind this was that certain learning characteristics and self-regulation behaviors may play out differently in students with different levels of academic procrastination. Participants were first-year students (N = 22) with different levels of academic procrastination enrolled in an elementary teacher education program. The selection of the participants into three groups of students (low procrastination, n = 8; average procrastination, n = 8; high procrastination, n = 6) was based on their scores on a questionnaire measuring the students’ levels of academic procrastination. From semi-structured interviews, six themes emerged that describe how students in the three groups deal with factors that influence the students’ learning: degree program choice, getting started with study activities, engagement in study activities, ways of reacting to failure, view of oneself, and study results. This study shows the importance of looking at differences in how students deal with certain factors possibly negatively influencing their learning. Within the group of students with average and high levels of academic procrastination, factors influencing their learning are regularly present. These factors lead to procrastination behavior among students with high levels of academic procrastination, but this seems not the case among students with an average level of academic procrastination.

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Procrastination-friendly factors may affect students differentially, with those prone to procrastination particularly vulnerable.
“Often, however, “procrastination-friendly” factors may also affect students differentially, those being prone to procrastination in the first place being particularly vulnerable (e.g., Nordby et al., 2017; Visser et al., 2018).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Visser et al., 2018
Qualitative interview studies support the finding that task aversiveness is related to procrastination.
“Results of qualitative interview studies support these findings (Grunschel et al., 2013; Klingsieck et al., 2013; Visser et al., 2018).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Visser et al., 2018

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Authors: Visser, L., Korthagen, F. A. J., & Schoonenboom, J.
Affiliations: Driestar Christian University (NL)
Utrecht University (NL)
University of Vienna (AT)
Corresponding author: Visser, Lennart
ORCID: Visser, Lennart
Korthagen, Fred A. J.
Schoonenboom, Judith
Venue: Frontiers in Psychology
Publisher: Frontiers Media SA
Published: 2018-05-28
Volume: 9
Pages: 808-808
ISSN: 1664-1078 (ISSN-L)
DOI: 10.3389/fpsyg.2018.00808
PMC: PMC5985321
OpenAlex: W2802219802
Cited by: 64
References: 76
Citations by year: 2026: 2 · 2025: 4 · 2024: 8 · 2023: 11 · 2022: 12 · 2021: 12 · 2020: 9 · 2019: 6
FWCI: 7.93
Type: journal article
Language: en
Open access: gold
doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (unspecified)
Locations: Frontiers in Psychology (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
Phaidra (Universität Wien) (submittedVersion, cc-by-nc-nd)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders: Nederlandse Organisatie voor Wetenschappelijk Onderzoek (project 023-002-026)
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, learning characteristics, self-regulation, first-year students, pre-service teachers, factors affecting learning, study engagement, coping with failure, self-concept, research outcomes

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Differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning.

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