Academic procrastination: Coherence of expectancy-value variables

While recent American research have suggested that procrastination in a learning- and performance context leads to negative consequences, only few German studies, however, have been examining academic procrastination so far. Procrastination can either be seen as a situational behaviour or as a habitual. In order to clarify the coefficients of the academic procrastination which require each other, we have utilized Eccles's expectancy-value model, which states that expectancy as well as value affect the act of performance. Since the academic procrastination has a great influence on actions that are performance-motivated expectancy-value (self-concept, time-management, importance, interest, test-anxiety) variables ought to demonstrate the significant correlation between these actions and academic procrastination. Hierarchical regression analyses confirm a high potency of prediction of the expectancy-value variables as well as of the pressure to do well for the situational procrastination. The dispositional procrastination shows a connection with the two expectancy variables. Implications for both future research and practice are discussed.