Procrastination and Delay: Exploring the Self-Regulatory, Motivational, and Behavioral Differences Between Intentional and Nonintentional Delayers

• In Event: 52.079 - Procrastination and Calibration: Factors Impacting College Students' Self-Regulated Learning

Abstract

The study examined differences between students who intentionally delayed, non-intentionally delayed, or did not delay a recent academic task. Previous research shows that academic procrastination is maladaptive and is associated with negative learning outcomes such as decreased self-regulation, motivation, and grades. However, some research suggests that some students might intentionally procrastinate for positive or adaptive reasons. Of the 326 participants, 98 (30%) reported that they did not delay, 123 (38%) intentionally delayed, and 105 (32%) non-intentionally delayed. Both intentional and non-intentional delayers reported equally high levels of procrastination. Findings indicated that intentional delayers were very similar to non-intentional delayers in terms of their self-regulation, motivation, and behavior. However, the classification appeared to be overly simplistic and further research is needed.

Author

• Chad C. Mortensen, Midlands Technical College