Previous procrastination research has provided considerable support for
procrastination as a failure of self-regulation. However, procrastination has
rarely been examined in relation to models of self-regulated learning. The
purpose of this study was to understand the motives and reasons for academic procrastination
from a self-regulated learning perspective. The current study employed a
mixed-methods design in which participants completed several survey instruments
of academic procrastination, self-regulation, and academic motivation and
participated in semi-structured interviews. Findings indicated that academic
procrastination was related to poor self-regulatory skills and defensive behaviors
including self-handicapping strategies. Only limited support for students’
demonstration of procrastination as an adaptive behavior (or, active procrastination) was also
indicated. Limitations and implications for future research are discussed.
Cite this paper
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