Abstract

In this study we adopted an impartial view on academic procrastination in order to gain new insights for the development of intervention programs. Following a qualitative approach, we thereby explored antecedents of procrastination by attending to the actual voices and experiences of 29 students. Students’ subjective theories were in line with some antecedents that previous research had addressed (lack of motivation or volitional control), but also revealed relatively new aspects of academic procrastination that concern students’ social relatedness and task competence. Considering these findings, we suggest ideas on how to assist students and how to design intervention programs.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 397-412
Launched on MUSE
2013-07-17
Open Access
No
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