Role of Active Procrastination in Academic Success of University Students

Abstract

Background: In academic settings, especially in universities the extent of active procrastination is commonly observed as compared to school settings. Objective: To determine the relationship of active procrastination in academic success of university students. Methods: It is a quantitative study based on correlational research design employing survey as a primary method of data collection by using Procrastination Assessment Scale-Students (PASS) questionnaire which assesses active procrastination and total Semester grade points (SGPA) value to assess academic success. Results: Active procrastination has a weak positive relationship indicated by Fischer’s exact test value for a two tailed significance as 0.248 with academic success and low value (0.165) from the Kendall tau-b test for interaction shows that a covariate would be responsible for influencing academic success over active procrastination. Conclusion: The underlying effect on academic success is rather established by a covariate instead of active procrastination towards the task.