Procrastination: Associations with achievement goal orientation and learning strategies

Conceptualizations of procrastination as self-regulation failure have received considerable empirical support. However, procrastination has only occasionally been examined in relation to variables emphasized in models of self-regulated learning. We examined relations between procrastination, achievement goal orientations, and learning strategies. One hundred and seventy undergraduates completed measures of procrastination, goal orientation, and learning strategies usage. Bivariate correlations revealed that procrastination related negatively to a mastery-approach goal orientation and positively to a mastery-avoidance goal orientation. Procrastination was also related to greater disorganization and less use of cognitive and meta-cognitive strategies. Multiple regression analyses revealed that disorganization and cognitive strategies usage were most predictive of procrastination. Results are interpreted within a self-regulation perspective.