Academic procrastination, a form of behavioral delay, is increasingly prevalent among students, posing challenges to academic success. Particularly, students with Specific Learning Disabilities (SLD) in Higher Education experience increased anxiety, along with lower self-efficacy, which makes them more vulnerable to the adverse effects of academic procrastination. This study was designed to investigate the direct impact of academic procrastination on Academic achievement (Grade Point Average - GPA), along with examining how this relationship is mediated by learning and performance self-efficacy and moderated by anxiety. A self-reported questionnaire was administered to 807 Italian undergraduate students (390 with SLD and 417 without), to explore these interrelationships. The results indicated a significant negative correlation between academic procrastination and GPA, highlighting its detrimental effect on academic performance across students. The mediation analysis revealed that learning and performance self-efficacy was negatively influenced by increased procrastination, leading to lower GPAs. This effect was more pronounced in students with SLD, who demonstrated greater declines in GPA due to a higher vulnerability to procrastination's adverse effects. Additionally, the study found that elevated anxiety levels amplified the negative consequences of procrastination, particularly in students with SLD, where it further decreased self-efficacy and thus GPA. These findings underscore the need for tailored intervention programs designed to enhance academic performance, especially for students with SLD.

Authors:
Sofia Mastrokoukou, University of Turin, Italy
Claudio Longobardi, University of Turin, Italy
Andronikos Kaliris, University of Piraeus, Greece

About the Presenter(s)
Dr Sofia Mastrokoukou is a University Postdoctoral Fellow or Instructor at University of Turin in Italy

See this presentation on the full schedule – Wednesday Schedule

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