Academic Procrastination Among Undergraduates Across Contexts: The Roles of Group size, Individual versus Group work and GPAs

Abstract

This research investigates academic procrastination in undergraduates, examining how group size, level of interdependence (individual or group work), and academic performance (measured by GPAs) interplay. Academic procrastination is crucial for student success, and our diverse sample across academic contexts employs a mixed-methods approach, utilizing surveys. To verify the hypotheses, two separate studies were carried out by a total of 132 undergraduates from colleges and universities in HCMC. In the first study, it aimed to determine an appropriate range for defining “small” and “large” groups based on the perceptions of the respondents and the relationship between interdependence in group activities and academic procrastination. The results highlight that group size had a positive significant effect on students’ perceived interdependence, which moderates the negative relationship between interdependence and academic procrastination. Study 2 aimed to investigate the relationship between Interdependence, Commitment, Perceived Accountability, GPAs and Procrastination. Our study highlights a unique aspect of the negative impact of Perceived Accountability on Procrastination. The control variables included in the study did not demonstrate significant impacts, underscoring the robust influence of Perceived Accountability. Findings also underscore the positive impact of interdependence in boosting perceived accountability and commitment. Moreover, students with higher GPAs, who presumably possess a stronger sense of accountability, are less likely to procrastinate on academic tasks. In summary, the research emphasizes the value of promoting interdependence, commitment and accountability within groups to decrease procrastination. By comprehending the multifaceted nature of academic procrastination, educators and policymakers can develop targeted interventions to alleviate procrastination tendencies, ultimately creating a more conducive learning environment for undergraduates.