Relations of academic procrastination, rationalizations, and performance in a web course with deadlines.
This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.
Tuckman
Bruce W
BW
The Ohio State University, USA. Tuckman.5@osu.edu
D000328:Adult; D005260:Female; D006801:Humans; D020407:Internet; D007858:Learning; D008297:Male; D011795:Surveys and Questionnaires; D017748:Time Management