Academic Procrastination and Perceptions of Academic Success in Israeli High-School Students

Abstract

The purpose of his study was to assess the attitudes of Israeli high-school students regarding academic procrastination and the correlation of such attitudes to gender, anxiety, class absence, and academic achievements as given by expected grades. A total of 77 (38 female) students were surveyed, and the results showed that gender does not play a role in attitudes toward procrastination, class absence or school achievements, even though female adolescents showed a significantly stronger tendency towards trait anxiety. Academic procrastination was correlated to class absence, likely because they are driven by similar causes. Academic procrastination was found to be inversely correlated with self-assessment of success in some courses (mathematics, grammar) but not others (literature, foreign language). It was suggested that this is due to the demands of the different topics and the ability to be placed at different levels that match the student’s abilities.