Date Approved
7-10-2013
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. School Psychology-Professional School Psychology
Department
Special Educational Services/Instruction
College
College of Education
Advisor
Dihoff, Roberta
Subject(s)
Procrastination; College students
Disciplines
Higher Education | Student Counseling and Personnel Services
Abstract
The purpose of this research study was to explore the relationship between active procrastination, passive procrastination, and non-procrastination in regards to university students' education and success in college, in an attempt to identify possible benefits of procrastination. University students were distributed a survey that classified them either as an active procrastinator (one who makes deliberate decisions to procrastinate because they feel they work well under pressure), a passive procrastinator (one who finds themselves paralyzed by their indecision to act on a task within an appropriate timeframe), or a non-procrastinator (one who does not procrastinate on most assignments) and analyzed their GPA and success in college. It was hypothesized that those who identified as active procrastinators and non-procrastinators would have a higher GPA and be more successful college students than those identifying as passive procrastinators. Results indicated there was no significant influence of active procrastination, passive procrastination, or non-procrastination on university students' education or success in college. Implications for future research are discussed.
Recommended Citation
Martini Jr, Frank, "The influence of active procrastination and passive procrastination on university students' education and success in college" (2013). Theses and Dissertations. 288.
https://rdw.rowan.edu/etd/288
