Author(s)

Frank Martini Jr

Date Approved

7-10-2013

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Special Educational Services/Instruction

College

College of Education

First 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.

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