Academic motivation in individuals with different levels of academic procrastination
DOI:
https://doi.org/10.33910/2686-9527-2025-7-3-315-326Keywords:
academic procrastination, academic motivation, cognitive motivation, achievement motivation, self-development motivation, amotivationAbstract
Introduction. Academic procrastination is a significant phenomenon in higher education that can negatively affect students’ learning outcomes. A better understanding of academic procrastination may help optimize the educational process by creating conditions in which students achieve their full potential. While numerous studies have examined academic procrastination, its relationship with other psychological characteristics remains insufficiently explored. This study aims to investigate the features of academic motivation in students exhibiting different levels of academic procrastination.
Materials and Methods. The study included 60 university students in Crimea (30 men and 30 women) aged 18–22 years. The study employed the Procrastination Assessment Scale for Students (L. Solomon and E. Rothblum) and the Academic Motivation Scale (T. O. Gordeeva, O. A. Sychev and E. N. Osin). During the mathematical and statistical processing of the data were used frequency analysis, Kruskal-Wallis H-test, correlation analysis. Participants in the study were also asked to write a mini-essay on the topic of «Procrastination in studies».
Results. Students prone to academic procrastination showered low scores in several components of academic motivation, including cognitive motivation (a desire to learn new things and enjoy this process), achievement motivation (a desire to achieve high academic results), and self-development motivation (a desire to develop one’s abilities and unlock potential). These students also exhibited high amotivation — i. e., a lack of interest in learning and a perception of its meaninglessness.
Conclusion. There is a relationship between students’ academic motivation and their level of academic procrastination. The findings may inform psychological and pedagogical support of students through individual or group counselling, which can reduce academic procrastination and, as a result, improve the quality of education. Future research may focus on identifying other psychological characteristics associated with different levels of academic procrastination.
References
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