Academic interventions for academic procrastination: A review of the literature

Abstract

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 169 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.