Academic Procrastination in E-Learning: An

Experimental Study in Investigating

Procrastination Interventions for Freshmen
Students in Caraga State University
Ma. Gabrielle A. Dolotallas*

Caraga State University-Main Campus Department

of Psychology, Ampayon, Butuan City

In academic contexts, procrastination is a common occurrence. It has been

researched from a range of theoretical perspectives, with a variety of causes and
consequences proposed. Current findings backs up the idea that academic
procrastination can be viewed as a situational failure in learning self-regulation. It
shows that interventions should target both situational and self-regulation
weaknesses in order to assist students overcome their procrastination habits.
The current review looked at recent research on the causes and consequences
of academic procrastination, as well as the small number of studies on academic
interventions for procrastination. The findings of this review highlight the
importance of continuing to research and develop effective interventions for
academic procrastination. Several recommendations for the development of
procrastination interventions are included at the conclusion of this review.

Keywords: procrastination, online learning, e-learning, freshmen students, academic

interventions
According to studies (Dewitte & Lens,
1. Introduction
2000; Steel, 2007), Procrastinators prolong or
partake less in learning activities due to a
Procrastination is defined as the failure to
significant lack of self - regulation,
begin or complete a task on time (Lay, 1986).
Procrastinators hastened to finish their
Due to the somewhat flexible learning setting
activities or crammed the reading materials
compared to K-12 situations, procrastination is a
since they had a limited amount of time to
common issue among university students.
complete chores or prepare for tests.
According to several studies (e.g., Ellis & Knaus,
Additionally, high procrastinators have stated
1977; Schouwenburg, 2004), about 70% of
that they feel compelled to drop out of classes
college students perceive themselves as
frequently and have problems retaining
procrastinators, and academic procrastination
enthusiasm (Michinov, Brunot, Le Bohec, Juhel,
has been documented all over the world (e.g.,
& Delaval, 2011).
Ferrari, Diaz-Morales, O'Callaghan, Diaz, &
As a result, procrastination has been
Argumedo, 2007; Klassen et al., 2010; Seo, 2011).
identified as a proxy for disengaged learning,
and it has been shown to have a negative
Furthermore, due to the self-directed nature
impact on accomplishment (Asarta & Schmidt,
of the e-learning environment, procrastination is
2013; Melton, 1970). Disruptions in studying
becoming more common as e-learning becomes
weekly learning materials, unengaging in
more widespread. For instance, according to a
activities, and neglecting tasks are common
yearly survey (Allen & Seaman, 2013) centered
forms of procrastination in e-learning, and the
on a poll of over 2,800 colleges and universities
consequences of procrastination in e-learning
in the United States, 6.7 million students have
are thought to be more detrimental to
completed at least one online course, although
achievement than procrastination in the
many students acknowledged difficulty
classroom setting (Tuckman, 2005), and
organizing and managing their academics.
frequently result in withdrawals (Doherty,
2006). Therefore, experimenting with what
kind of intervention is best appropriate in
diminishing procrastination.

* Ma. Gabrielle A. Dolotallas; email: magabrielledolotallas@carsu.edu.ph

1.1 Review of Related Studies effective for procrastinating students?
2. What academic intervention is least
The consistency with which students study is a effective for procrastinating students?
better predictor of achievement than the amount of 3. Is there a significant effect of the
study time (Jo & Kim, 2013). According to Song, various interventions implemented to
Singleton, Hill, and Koh (2004), students prioritized reduce or diminish academic
time management in addition to course design, procrastination?
competence with online technology, and desire to
achieve success in e-learning. Similarly, Yoo (2012) Ho1. Implemented Interventions have no
empirically shown that self-regulated learning had significant effect on the Academic
a detrimental impact on academic procrastination Procrastination of Freshmen Students in
in e-learning. Caraga State University.
Every year, a large number of first-year
students in higher education fail their coursework 2. Theoretical or Conceptual Framework
and (have to) drop out. There are a variety of
reasons why people drop out of school. Academic Individuals assume that procrastination
procrastination has been one of the primary causes is more harmful in the e-learning
of student failure (Solomon and Rothblum, 1984; environment because learning is more
Steel, 2007). Undergraduates who procrastinate are dependent on the individual learner. Elvers,
unable to begin or complete scholastic tasks. Polzella, and Graetz (2003), who described
Academic procrastination can cost students money students' actions during e-learning, found
and have a bad impact on their personal lives. It can that students in the course accessed the
also cost institutions resources. Poor performance, course web pages frequently either the day
bad grades on examinations and final exams, and before or on the day of a test. Because they
an increased likelihood of dropping out are all did not follow a rigid course schedule,
consequences of academic procrastination for students could easily put off studying until
students (Steel et al., 2001). the last minute, according to the authors.
Meta-analytically reviewing the theoretical and Similar cramming behavior has been
empirical works on procrastination, Steel (2007) documented in other experiments (Asarta &
found procrastination to be the central facet of Schmidt, 2013; Donnon, Violato, &
conscientiousness and negatively associated with DesCoteaux, 2006; Levy & Ramin, 2012)..
health, wealth, and happiness. Also, individual Although many theoretical perspectives
traits of impulsiveness, self-efficacy and need for have been studied over the years (Steel &
achievement as well as the task characteristics of Klingsieck, 2016), understanding academic
aversiveness and delay were most strongly procrastination as a failure in self-regulated
associated with procrastination (Gropel & Steel, learning seems to best fit most of the recent
2008). research findings regarding academic
procrastination presented in this review
Steel (2007, 2010) hypothesized that
(Pychyl & Flett, 2012). This theoretical
individuals would delay a task based on a
perspective may suggest that
temporary motivation theory (TMT) if at
procrastination in academic settings
least one of the following is true: They
involves both internal and external factors
realize that they are unlikely to succeed. You
that need to be addressed by students and
do not expect value or pleasure in carrying
faculty in an attempt to overcome this
out the duty. There is a long time between
prevalent occurrence (Klingsieck, 2013b).
the task and any significant benefits or
Unfortunately, despite its prevalence and
costs.
negative impact, a “gold standard
intervention” for academic procrastination
1.2 Statement of the Problem
has not yet been developed (Glick & Orsillo,
and Hypothesis
2015).
This study aims to find how effective is
the imposition of parenthood education to
Senior High School Students.
Specifically sought to answer the
question that follows:

1. What academic intervention is most

 One of the accepted theoretical causes of confidentiality of their data before
procrastination as self-regulation failure (Steel, participation. The students will also be
2007). As such, placing the role of intervener guaranteed to maintain confidentiality and to
into the hands of the course teacher/instructor only be used for research purposes in all their
may have the additional benefit of raising the comments.
effectiveness and quality of his course. When a
course instructor knows that she must develop
the course with procrastination-reducing
methods in mind, a clearer, more defined,
goal-oriented, and the stimulating course will
develop and the instructor’s level of
self-regulation during the course preparation
will increase as a result.

In line with this, various academic 3.2 Sample and Sampling Technique
interventions for procrastination must be taken
into matter. This study will assess the usefulness The freshmen participants shall take the two
of various interventions and what is suited to be structured procrastination scale before taking the
a short term and a long term application. procrastination interventions and after the
procrastination interventions. They will be randomly
3. Methods divided into three groups. With 3,000 current
freshmen respondents, 1,000 of them will undergo the
This research examines the existing first intervention, the other half will take the second
relationship between Academic Procrastination one and the third group will take the last intervention
in E-Learning and Procrastination Interventions vice versa. They will answer the two procrastination
that could be applied and experimented with to scales every time they will finish an intervention. The
address the main causes and consequences of overall data will be accumulated to see which
academic procrastination, giving value to what intervention was the most effective and which was the
kind of intervention suits best and effective. least effective.
Freshmen students from Caraga State 3.3 Research Instrument
University, aged 18-25 years old participate in
an online survey through Google forms. The Two sets of structured questionnaires used
research entitled: “Academic Procrastination in for data collection:
E-Learning: An Experimental Study in
Investigating Procrastination Interventions for Procrastination Assessment Scale for
Freshmen Students in Caraga State Students
University“was signed by the college dean and Based on the investigation of six aspects of
research instructor for the researchers to academic functioning, Solomon and Rothblum
conduct a survey and gather information (1984) established a measure of academic
needed in this research. procrastination. The scale measures how much
students postpone in those areas, as well as
3.1 Research Design and Locale whether or not their procrastination is a
problem. The 12 item scale has been
The design of this study will incorporate determined to have sufficient average reliability
Freshmen Students of Caraga State University. (=.80) in studies (Steel, 2010). On a 5-point
before and after undergoing the interventions. Likert scale, 1 means that the student never
The study will be conducted with informed procrastinates in that area, 2 suggests
consent from all subjects in compliance with practically never, 3 indicates occasionally, 4
the Psychology Program requirements. Thus, indicates nearly always, and 5 indicates that the
students will be informed of the research student constantly procrastinates in that area.
objectives, the length, process, and Similarly, when it comes to the degree to which
 procrastination is a problem, 1 indicates that it 3.5 Ethical Considerations
is not at all a problem, 5 indicates that it is
always a problem, and the middle three anchors The research will be conducted in compliance
are equivalent. with the Psychology program's guidelines, with prior
approval from all participants. Participants will be
Active Procrastination Scale told about the research's goals, duration, technique,
The next scale used for the research and anonymity of their data prior to their
analysis was the Active Procrastination Scale. participation. Students can rest certain that their
Choi and Moran (2009) attempted to expand replies will be kept private and used just for
research on procrastination to include a research.
different form of procrastination which is
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