The reasoning behind academic procrastination is fairly complex. In the article “Academic Procrastination: Frequency and Cognitive - Behavioral Correlates” researchers further explore behavioral measures. Unlike any other study at the time, they related the self-report of procrastination to behavioral measures (Soloman & Rothblum, 1984). The purpose of the study was to a.) determine how often academic procrastination was present in college students, and the extent to which students found the procrastination a problem and thei...
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...compared to 65% with no LD. The Schutte Self Report Emotional Intelligence Test was used to measure emotional intelligence, the College Academic Self-Efficacy Scale was used to measure self-efficacy and academic procrastination was measured using an academic procrastination scale originated for college students (Milgram, Mey-Tal, & Levison, 1998). GPA was measured by a simple self-report question asking the participants to document their GPA from the previous year. Results of the study reveal LD students to be more likely to procrastinate on academic work and have a lower degree of academic self-efficacy and emotional intelligence when compared to non-LD students. Surprisingly, showing no contrast in GPA scores between the two groups. In addition, results also indicated that emotional intelligence affects the academic self-efficacy and grades of student with LD more.
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