Distance Learning Students' Perspectives of Academic Procrastination: A Qualitative Investigation

This study explores academic procrastination among postgraduate distance learners, a topic that has received limited attention. Through qualitative interviews with participants, the authors conducted thematic analysis on their experiences. Three overarching themes emerged: perception, reasons, and r...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of continuing higher education Vol. 73; no. 1; pp. 31 - 47
Main Authors: Fang, Ruoyu, White, Robert
Format: Journal Article
Language:English
Published: New York Routledge 02.01.2025
Taylor & Francis Ltd
Subjects:
Academic Achievement
Academic procrastination
Distance Education
distance learning students
Participant Satisfaction
thematic analysis
ISSN:0737-7363, 1948-4801
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study explores academic procrastination among postgraduate distance learners, a topic that has received limited attention. Through qualitative interviews with participants, the authors conducted thematic analysis on their experiences. Three overarching themes emerged: perception, reasons, and reflection of academic procrastination among distance learners. Notably, participants frequently procrastinated, primarily due to study-life balance challenges. Surprisingly, participants expressed overall satisfaction with their academic performance despite procrastination tendencies. They considered procrastination a conscious choice, prioritizing other life commitments over studying. This study sheds light on the influence of external factors on procrastination behavior in distance learning. The findings suggest that academic procrastination is prevalent among distance learning students, with study-life balance being a significant predictor. Participants' satisfaction with their academic performance suggests that procrastination may be a deliberate choice. This research highlights the need for tailored interventions to address procrastination in distance education settings.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0737-7363
1948-4801
DOI:10.1080/07377363.2024.2317614