Relationship Analysis Between Procrastination Behavior and Non-Cognitive Abilities

Abstract

Abstract: The paper explores the relationship between procrastination in academic contexts and three sub-concepts of non-cognitive abilities: self-efficacy, self-acceptance, and self-regulated learning strategies. The study at Sophia University involved collecting data on students' procrastination behavior and non-cognitive abilities through questionnaires and Moodle logs. The findings reveal a weak negative correlation between procrastination and the three sub-concepts. Among them, self-regulated learning strategies showed the strongest negative correlation (-0.28) and were identified as the sub-concept most closely associated with procrastination. The cluster analysis divided participants into two groups: those procrastinating longer and those procrastinating less. The latter group scored higher in self-acceptance and self-regulated learning strategies. The study concludes that while procrastination has a limited correlation with the studied non-cognitive abilities, self-regulated learning strategies stand out as significantly related to procrastination behavior. This sub-concept, linked to effective information processing, appears most capable of influencing students' procrastination tendencies. The paper suggests future research to explore new methods of measuring procrastination to unveil different associations with non-cognitive abilities potentially.