The Role of Passion and Emotions in Academic Procrastination During a Pandemic (COVID-19)

• In Event: Motivation in Education SIG Poster Session: Motivational Processes and Effects

Abstract

This research examined the role of academic passion and emotions in procrastination. Two studies were conducted with undergraduate students, including one during the COVID-19 pandemic. Study 1 results showed obsessive passion to positively relate to negative emotions, whereas harmonious passion negatively related to negative and positively to positive emotions. In turn, negative emotions positively related to academic procrastination, while positive emotions prevented it. Study 2 replicated the model of Study 1 and extended it to include the role of students’ passion and emotions towards their favorite non-academic activity as predictors of academic procrastination. Study 2 results showed passion and emotions for other activities to also predict academic procrastination. These findings yield theoretical and practical implications.

Authors

• Sonia Rahimi, Université du Québec à Montréal

• Robert J. Vallerand, University of Quebec - Montreal

• Virginie Paquette