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Putting It off until Later: A Survey-Based Study on Academic Procrastination among Undergraduate Students

Muhamad Taufik Hidayat, Wahid Hasim




Academic procrastination is a common issue among university students that can negatively impact their academic performance and well-being. This study investigated college students’ prevalence and underlying factors of academic procrastination. One hundred respondents completed questionnaires assessing their procrastination behaviour, time management skills, confidence in academic ability, motivation, fear of failure, distractions, and productivity. The results revealed that academic procrastination was a prevalent problem, with 52% of the respondents admitting to frequently procrastinating on academic work. The findings also indicated that many students lacked confidence in completing academic tasks well, were not motivated to do academic work, and had difficulty starting academic work. Poor time management skills, fear of failure, and
distractions were identified as significant contributors to academic procrastination. Interestingly, many respondents preferred more manageable academic tasks before more challenging ones and worked better under pressure and close to deadlines, suggesting the possibility of structured procrastination. The results suggest that interventions to improve time management skills, increase confidence in academic ability, reduce distractions, and set realistic goals for academic tasks may help combat academic procrastination. The findings have implications for educators and students seeking to develop effective strategies to overcome academic procrastination and improve academic performance.


Academic performance; Academic procrastination; Self-efficacy; Autoefficacia; Procrastinazione accademica; Rendimento accademico

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DOI: https://doi.org/10.7358/ecps-2023-028-taha

Copyright (©) 2023 Muhamad Taufik Hidayat, Wahid Hasim – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

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Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University

Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing  Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
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Nazarena Patrizi 

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