A Multivariate Two-Level Analysis of Higher Education Course Characteristics Relating to Academic Procrastination

• In Event: Promoting Postsecondary Engagement, Persistence, and Participation

Abstract

Procrastination is a widespread phenomenon in educational contexts. Recently, aspects of the higher education context have been theoretically linked to procrastination. However, only a few and mostly univariate studies exist on this topic. Therefore, the aim of the present study was to integrate several course and instructional task characteristics, examine in which way they relate to procrastination, and determine if these relations are observable above and beyond individual motivation. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Results imply that academic procrastination is associated with several course and task characteristics to a considerable degree, especially with the degree in which the course context satisfies basic needs.

Authors

• Lisa Baeulke, University of Tübingen

• Markus Dresel, Augsburg University