How Is the Course Environment Related to Students' Academic Procrastination? A Basic Need Perspective (Poster 17)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the course environment relating to self-regulation, social aspects and task characteristics have been linked to procrastination. However, only a few and mostly univariate studies exist on this topic. Therefore, we integrated several course characteristics, examined in which way they relate to pro-crastination, and analyzed if these relations can be explained by broader course characteristics—namely satisfaction of the basic needs for autonomy, relatedness and competence. We conducted a study with a sample of 90 courses with 1,809 students from different faculties and semesters. Two-level modelling indicated that academic procrastination is associated with several course characteristics and that basic need satisfaction can explain these relations to a considerable de-gree.

Authors

• Markus Dresel, University of Augsburg
  Presenting Author

• Lisa Baeulke, University of Tübingen
  Non-Presenting Author