Date of Award

1999

Degree Type

Thesis

Degree Name

Master of Science in Human Development and Family Studies

Department

Human Development and Family Studies

First Advisor

Jerry Schaffran

Abstract

As competition in the work force steadily increases, higher education in the twentieth and twenty-first century is of extreme importance. Academic success entails persistence as well as effective work habits. Despite the undeniable importance of a strong, successful college education, there is one recurring behavior directly related to one's college experience and success that has been consistently overlooked--the behavior termed procrastination. It is estimated that between 75 to 95 percent of all college students engage in academic procrastination. It is this same common behavior that may severely impact one's potential for success in college and subsequently in future endeavors.

This study investigated the prevalence of academic procrastination in college students that experienced academic failures, as well as reasons underlying procrastination behavior. The results were compared to a published assessment of typical students in other college settings.

The sample for this study was obtained from the University of Rhode Islands' Program for Academic Study Skills and Success (PASS). Tests of proportion and correlation matrices were used to compare PASS program students to students from a normal academic sample (Solomon & Rothblum, 1984). Results of this investigation showed that there were similarities between the groups when comparing frequency of procrastination and well as reasons underlying procrastination. This study found that there was not a significant correlation between grade point average and frequency of procrastination due to a restricted GPA range. However PASS program students had a significantly higher level of procrastination in categories of studying and reading when compared with other published results. Recommendations for future research and interventions are offered.

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