Academic procrastination: Relationships with support from the environment and self-leadership

Abstract

Procrastination is the behavior related to voluntary delays at the beginning or end of tasks and in decision making. The aim of this study was to evaluate the mediational effect of self-leadership strategies on the relationship between academic procrastination and support from the environment. A cross-sectional correlational study was carried out with the participation of 1,436 students. Three instruments were used: Learning Support Scale, Academic Procrastination Scale - Short Form and Revised Self-Leadership Questionnaire. The findings confirmed the hypotheses by demonstrating that the more students use self-leadership strategies, the less they procrastinate and the lesser the influence of support from the environment. The full mediation model has been confirmed. The study stands out for its understanding of procrastination and the influence of support from the environment and self-leadership. It is suggested that further longitudinal studies be conducted, assessing differences in these behaviors between groups of students, programs, levels of higher education or shifts.