Effects of Procrastination and Intrinsic Motivation on Academic Performance and Life Satisfaction in Upper Division Courses
Faculty Mentor
Jillene Seiver
Document Type
Oral Presentation
Start Date
10-5-2023 12:00 PM
End Date
10-5-2023 12:20 PM
Location
PUB 321
Department
Psychology
Abstract
Traditional procrastination has been defined as an intentional delay in starting an act, which often leads to a negative outcome. Procrastination has been shown to be related to poor academic performance. However, some have argued that one type of procrastination – active procrastination (AP) – can sometimes provide benefits, as individuals intentionally use time pressure to increase motivation. Active procrastination predict better academic performance, whereas passive procrastination (PP) – avoiding the task and trying to act as if there were no task looming – predict poorer academic performance.
The hypothesis for the current study were that higher AP would be associated with higher performance than lower AP or higher PP.
100 undergraduate students in online psychology classes were offered extra credit and completed at least part of the survey. AP and PP were assessed with scales, and academic performance was determined by grades on a term paper. The surveys were presented via Survey Monkey; instructor entered grade information, then deleted the identifying information before researcher received the data file. Pearson’s correlations were performed among both scales and the academic performance measure. AP was positively correlated with grades, whereas PP was negatively correlated.
These results will be interpreted through the findings of previous studies.
Recommended Citation
Hines, Koby, "Effects of Procrastination and Intrinsic Motivation on Academic Performance and Life Satisfaction in Upper Division Courses" (2023). 2023 Symposium. 7.
https://dc.ewu.edu/srcw_2023/res_2023/os3_2023/7
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Effects of Procrastination and Intrinsic Motivation on Academic Performance and Life Satisfaction in Upper Division Courses
PUB 321
Traditional procrastination has been defined as an intentional delay in starting an act, which often leads to a negative outcome. Procrastination has been shown to be related to poor academic performance. However, some have argued that one type of procrastination – active procrastination (AP) – can sometimes provide benefits, as individuals intentionally use time pressure to increase motivation. Active procrastination predict better academic performance, whereas passive procrastination (PP) – avoiding the task and trying to act as if there were no task looming – predict poorer academic performance.
The hypothesis for the current study were that higher AP would be associated with higher performance than lower AP or higher PP.
100 undergraduate students in online psychology classes were offered extra credit and completed at least part of the survey. AP and PP were assessed with scales, and academic performance was determined by grades on a term paper. The surveys were presented via Survey Monkey; instructor entered grade information, then deleted the identifying information before researcher received the data file. Pearson’s correlations were performed among both scales and the academic performance measure. AP was positively correlated with grades, whereas PP was negatively correlated.
These results will be interpreted through the findings of previous studies.
