Patterns of Homework Initiation for Web-based Activities in Economics: A Study of Academic Procrastination
Abstract
This study investigates the impact that certain demographic and academic characteristics have on the degree of academic procrastination by college students in a Principles of Macroeconomics course. The study employs an objective measure of academic procrastination (homework initiation) rather than the self-reported measures typically employed in the literature. The empirical results indicate that students who procrastinate less are academically stronger, non-traditionally aged, or had a previous college level course in economics. Upper level students tend to procrastinate more. The amount of academic procrastination varied during the term for each student but procrastination generally worsened as the academic term progressed.
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