How Study Environments Foster Academic Procrastination: Overview and Recommendations

Frontiers in Psychology

article

Frode Svartdal¹  Tove I. Dahl¹  Thor Gamst-Klaussen¹  Markus Koppenborg²  Katrin B. Klingsieck³ 

[1] Department of Psychology, UiT The Arctic University of Norway;Evaluation of Studies and Teaching and Higher Education Research, University of Cologne;Department of Psychology, Paderborn University

关键词: academic procrastination;    study environments;    social factors;    self-regulation;    impulsivity;    task aversiveness;   

DOI  :  10.3389/fpsyg.2020.540910

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Procrastination is common among students, with prevalence estimates double or even triple those of the working population. This inflated prevalence indicates that the academic environment may appear as “procrastination friendly” to students. In the present paper, we identify social, cultural, organizational, and contextual factors that may foster or facilitate procrastination (such as large degree of freedom in the study situation, long deadlines, and temptations and distractions), document their research basis, and provide recommendations for changes in these factors to reduce and prevent procrastination. We argue that increased attention to such procrastination-friendly factors in academic environments is important and that relatively minor measures to reduce their detrimental effects may have substantial benefits for students, institutions, and society.

【 授权许可】

CC BY