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The relation between self-reported procrastination and behavioral procrastination
Abstract
The purpose of the present research is to study the relation between self-reported procrastination and actual procrastination within the context of a self-paced introductory level psychology class. The main features of the method of the present study involve tracking the progress of students in a self-paced introductory psychology class, and relating that information to their self-reports of procrastination based on their responses to a commonly used procrastination inventory. The self-paced course was selected because it allows students to be responsible for their rate of progress through the course. To answer questions posed by the present study, one set of analyses was performed to determine whether self-reported procrastination is related to actual procrastinatory behavior. Analyses were also conducted to determine the impact of procrastination on a number of outcome variables including final grade in the course, ACT scores, and drop out rates in the PSI course. A third set of analyses were conducted to determine the relation between the rate of completion in the class and grade with respect to procrastination. The results suggested little or no relation between self-reported procrastination and behavioral or actual procrastination. The only statistically significant finding was that students who score in the medium range as self-reported procrastinators tended to take a slightly longer period of time to complete the course.
Subject Area
Educational psychology|Curriculum development|Behavioral psychology
Recommended Citation
Wadkins, Theresa Ann, "The relation between self-reported procrastination and behavioral procrastination" (1999). ETD collection for University of Nebraska-Lincoln. AAI9929240.
https://digitalcommons.unl.edu/dissertations/AAI9929240