Academic Procrastination in Undergraduate Students: Understanding the Role of Basic Psychological Need Satisfaction and Frustration and Academic Motivation
Bibliographic record
Abstract
Procrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70–95%. Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT). Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational structural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".