Reference : Why Students Procrastinate: A Qualitative Approach
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Social & behavioral sciences, psychology : Social, industrial & organizational psychology
Educational Sciences
http://hdl.handle.net/10993/43304
Why Students Procrastinate: A Qualitative Approach
English
Klingsieck, Katrin B. [Univ Paderborn, D-33098 Paderborn, Germany.]
Grund, Axel mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)]
Schmid, Sebastian [Univ Regensburg, D-93053 Regensburg, Germany.]
Fries, Stefan [Univ Bielefeld, Bielefeld, Germany.]
2013
Journal of College Student Development
The Johns Hopkins University Press
54
4
397-412
Yes (verified by ORBilu)
International
0897-5264
Baltimore
[en] 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.
Researchers
http://hdl.handle.net/10993/43304
10.1353/csd.2013.0060

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