Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

The Association between being in an Intimate, Committed Relationship and Academic

Procrastination in College Students
Madeline Pregulman, Kelsey Ammondson, Merit Sharpe, Sara Hess
Elon University

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

Abstract
The purpose of this study was to observe the correlation between relationship status, level
of intimacy, and academic procrastination amongst college students. Participants were
undergraduate-student volunteers (N=40) from Elon University in Elon, North Carolina.
Intimacy and procrastination were measured using self-report questionnaires. While it
was hypothesized that being in a relationship and having a high level of intimacy in a
relationship would be correlated with academic procrastination, results showed no
significant effects of relationship status and intimacy levels on academic procrastination.
It is possible that a relationship potentially exists between the variables, but it would be
imperative for future research to control for certain confounding variables and have a
larger, more diverse sample.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

The Association between being in an Intimate, Committed Relationship and Academic

Procrastination in College Students
Procrastination has been an issue of serious concern on college campuses in the
United States for a long time. A study by Klingsieck (2013) revealed that as many as 70%
of University students admit to being procrastinators. The prevalence of procrastination
presents a large problem for young adults due to the fact that it has been shown to have a
strong negative impact on academic performance as well as on a students quality of life
(Rabin, Fogel, & Nutter-Upham, 2011).
Prior research has shown many potential contributors to student procrastination,
including factors such as low self-esteem, academic motivation (Sencal, Koestner, &
Vallerand, 1995; Wentzel & Wigfield, 1998), internal and external motivation (Klassen,
2010), and perceived self-efficacy (Saddler & Buley, 1999). The influence of
interpersonal relationships has also been implicated with a young adults academic
performance and his or her likelihood of putting off school related tasks (Manning,
Giordano, Longmore, & Hocevar, 2011). Quatman, Sampson, Robinson, and Watson
(2001) conducted a study on the frequency of dating amongst eighth, tenth, and twelfth
graders and discovered that students who dated more frequently had less academic
motivation and obtained lower grades than students who did not date. The influence of
interpersonal relationships can also be related to the subordination of a person's academic
motivation in order to maintain an intimate relationship (Impett, Gable, & Peplau, 2005).
While Impett, Gable, and Peplau (2005) reveal that interpersonal relationships may be
related to the subordination of a person's academic motivation, little research has

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

specifically examined the influence of the level of intimacy in romantic relationships and
its potential to directly influence procrastination. Consequently, the present research
question asks: Do college students in intimate relationships possess qualities that are
more likely predict academic procrastination in comparison to college students who are
not in intimate relationships? This research study will investigate two hypotheses: the
first hypothesis is that college students in committed relationships are more likely to
participate in academic procrastination in comparison to college students who are not in
committed relationships. The second hypothesis is that a high intimacy in comparison to
low intimacy in a committed relationship will be positively correlated with academic
procrastination.
Intimacy.
Manning et al. (2011) defined the college student population as emerging adults
(18 to 25 years of age) who have just left home and are beginning to gain independence.
At this time in a persons life, education is key to a successful transition to adulthood
because it helps establish groundwork and a solid foundation (Manning et al., 2011).
Romantic partnerships begin to be taken more seriously and as a result, provide a great
deal of support, influence, intimacy and companionship for young adults (Khaleque,
2004; Maisel & Gable, 2009). Based on the vast amount of benefits that long-term
intimate relationships can offer, it is no surprise that people are motivated to maintain
them (Impett et al., 2005). Consequently, when partners interests differ, it is inevitable
that individuals must choose between their different self-interests, thus making sacrifices
in order to maintain the well-being of the relationship. Impett et al. (2005) revealed that
perceiving ones partner as making a sacrifice increased trust in the partner and as a

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

result, increased commitment to the relationship. It is evident that sacrifice from both
people in a relationship is important to maintaining it; however, sacrifice can be costly.
Manning et al. (2011) revealed that approximately 56% of the participants in their study
on partner influence indicated that it was important for people in relationships to gain the
approval of their boyfriend or girlfriend. The intimacy within a committed relationship, in
particular, may have the potential to influence student academic behavior (Tesch, 1985).
The level of intimacy in a relationship appears to depend upon and encompass many
factors such as: positive communication skills, empathy, flexibility, honesty, trust, and
newness of the relationship (Tesch, 1985). Because intimacy is contingent upon many
factors, the implications of the intimacy in a relationship have the ability to not only
affect the relationship but also both individuals lives as well. The data presented
demonstrates the increase in importance of romantic relationships in young adulthood.
Therefore, it is important to discover the role and potential influence the level of intimacy
in a romantic relationship may have on a young adult's life, specifically in an academic
context.
Procrastination.
Although young adults in relationships make a variety of sacrifices, one of the
most concerning sacrifices that college students are willing to make is academic sacrifice
(Manning et al., 2011). Manning et al. (2011) presented research revealing that a
significant amount of young adults reported that the most typical way their partner
negatively influenced them was by diverting their attention away from school and work.
Quatman et al. (2001) presented data revealing that students ranked their intimate
relationships as being the most influential factor on their academic accomplishments. The

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

researchers presented data that romantic involvement is associated with lower grades, less
time spent studying, and lower educational aspirations. This is significant because it may
correlate romantic involvement with negative consequences in terms of academics and
therefore career development. The results of a study done by Kennedy and Tuckman
(2013) supported this notion and suggested that a young adults social values (e.g., being
in a romantic relationship, friendships, etc) are being positively correlated with a higher
likelihood of procrastination.
Overall, it can be assumed that external factors can be implicated as reasons why
students put off their work until the last minute (Manning et al., 2011; Impett et al.,
2005). In the busy lives of students, external factors include family, work, social groups
and being in a relationship, which have been positively correlated with an increase in
procrastination (Sencal, Julien, & Guay, 2003). As a result, students may potentially
experience role conflict because of being physically incapable of satisfying every aspect
of their daily lives (Sencal et al., 2003). Because students tend to be very busy with
many demanding roles, they are likely to prioritize and schedule their time based on
values. Therefore, students who greatly value their social lives are likely to allow
themselves more time to socialize and less time to focus on academics (Dietz, Hofer, &
Fries, 2007). Therefore, students who value their social relationships over schoolwork are
more likely to have less scheduled days and are therefore more likely to procrastinate.
Studies suggest that students who frequently date tend to let their grades slip and
possess lower levels of academic motivation (Quatman et al., 2001). Stefan (2006) used a
qualitative study to interview high school girls about their dating careers and academic
performance. Results revealed that the girls academic performance was positively

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

correlated with the girls individual academic goals and the academic goals of the boys in
which they were dating. Dating appeared to distract several of the girls from their
academics. However, in other cases where the boy possessed high academic values, the
girls academic performance was positively influenced. In a study measuring test anxiety
and socially prescribed perfectionism, results showed that a students fear of being
negatively evaluated by their peers was a prominent factor in predicting academic
procrastination. From this finding, it can be assumed that social relationships strongly
influence college students day-to-day activities, and therefore their academic
performance.
Past research has revealed that being in an intimate relationship has certain
responsibilities that can lead to sacrifice in other areas of life in order to maintain the
well-being of the relationship (Stefan, 2006; Quatman et al., 2001; Impett et al., 2005).
The present research aims to determine whether the qualities of being in a romantic
relationship have the potential to influence a student's decline in academic achievement
by implicating a higher level of intimacy in a committed relationship with a higher
likelihood of procrastination. In order to observe an association between student
relationship status and student procrastination level, the present research will use results
from the Psychosocial Intimacy Questionnaire (Tesch, 1985) and a procrastination scale
(Tuckman, 1991). Based on the previous research presented, the hypotheses for this study
are that college students in committed relationships are more likely to participate in
academic procrastination in comparison to college students who are not in committed
relationships, and that a high intimacy in comparison to low intimacy in a committed
relationship will be positively correlated with academic procrastination.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

Methods
Participants
Participants were 40 undergraduate-student volunteers (29 females, 11 males) at
Elon University, a small liberal arts university in Elon, North Carolina. Students
voluntarily participated in the study, with no compensation given and no selection
criterion applied. The sample consisted of participants with ages ranging from 18 to 22
years old, with a mean age of 20.6 years (SD= .78). 20 of the participants identified
themselves as being in committed, intimate relationships, while 20 defined themselves as
being single. Of the 40 participants, 34 stated they were Caucasian, 2 stated they were
African American, 1 identified as Hispanic, and 3 stated they were of other ethnicities.
Procedure
The study was a self-administered questionnaire and was designed to assess the
correlation between procrastination and the influence of an intimate, committed
relationship. Once the study was granted permission by Elon University, consent was
established and all participants were administered the Procrastination Scale (Tuckman,
1991). The participants who were in relationships were asked to additionally complete the
Psychosocial Intimacy Questionnaire (Tesch, 1985). Unlimited time was given to
complete the two questionnaires. When finished, participants were asked to return their
completed questionnaires enclosed in an envelope to the researchers. After the
questionnaires were in the hands of the researchers, the participants were debriefed on the
purpose of the study. A correlational analysis was used to assess two hypotheses: the first
hypothesis was that college students in committed relationship are more likely to

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

participate in academic procrastination in comparison to college students who are not in

committed relationships, the second hypothesis was that a high intimacy in comparison to
low intimacy in a committed relationship will be positively correlated with academic
procrastination.
Materials
Procrastination. A condensed 16-item version of the self-report Procrastination
Scale (Tuckman, 1991) was used to identify undergraduate students tendency to
procrastinate when completing college requirements. The included questions measured a
persons disbelief about task performance capability, the ability or inability to postpone
gratification, and how frequently the participant blames external sources for life
predicaments (Tuckman, 1991). Responses were measured on a 4-point Likert scale (1=
strongly disagree and 4=strongly agree) with higher scores indicating a higher level of
procrastination. To create a proper scale, items were averaged, with some items reverse
scored. The validity and reliability of this scale has been previously established;
demonstrating a Cronbach's alpha of .86 (n=50) and .90 (n=183) (Tuckman, 1991). An
example of an item included in this scale is, I often find myself performing tasks that I
intended to do days ago (Tuckman, 1991). Procrastination refers to the act of
postponing or delaying the completion of an academic task (Shraw, Wadkins, & Olafson,
2007).
Intimacy. The Psychosocial Intimacy Questionnaire (Tesch, 1985) is a 60-item
self-report questionnaire that was used to assess levels of intimacy in terms of love,
communication, and support between partners. Responses were measured on a 6-point
Likert scale (1=strongly disagree and 6=strongly agree) with higher scores indicating

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

10

higher levels of intimacy (Tesch, 1985). High internal consistency has been
demonstrated, with an alpha level of 0.97 and high test-retest stability revealing an rvalue of 0.84 (Tesch, 1985). For the purposes of the study, the questionnaire was
condensed to 15 items, five items from each factorial level of intimacy (communication
skills, romance, and partner support). An example of one of the items on the scale,
measuring intimacy in terms of romantic love is, I love _______ very deeply (Tesch,
1985). Intimacy in a committed relationship can be defined as a combination of the
emotional, cognitive, spiritual, physical, and social aspects of the relationship
(Raffagnino, Penzo, & Bertocci, 2012).

Results
The researchers hypothesized that student relationship status would be correlated
with levels of academic procrastination, such that students who are in a committed
relationship would be more likely to procrastinate than a person who is not in a
relationship. It was also hypothesized that the level of intimacy (high or low) in a
committed relationship would also show a relationship with academic procrastination,
such that higher levels of intimacy would be positively correlated with academic
procrastination.
The dataset used in the study consisted of self-reported intimacy and
procrastination factors. In order to examine whether relationship status was related to
academic procrastination, and whether the level of intimacy in a committed relationship
was related to academic procrastination, scores were examined by utilizing a bivariate
correlational analysis. Results showed no significant correlation between academic

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

11

procrastination and relationship status, R(18) = .194, p=.23. Results also showed no
significant correlation between the level of intimacy in a committed relationship and
academic procrastination, R(18) = -.287, p=.220. These correlations are demonstrated in
Table 1.

Discussion
The present research investigated a common and problematic student behavior in
the attempt to identify possible underlying influences for that behavior. Previous research
studies suggest that students tend to prioritize relationships and social activities over
academics, making them more likely to engage in a higher level of procrastination
(Impett, Gable, & Peplau, 2005; Quatman et al., 2001). However, the results of our study
contradicted these previous findings. To establish the influence of interpersonal
relationships on academic achievement, hypothesis 1 examined whether or not being in a
relationship was correlated with academic procrastination. The results of a bivariate
correlational analysis showed a non-significant relationship between relationship status
and academic procrastination. Hypothesis 2 examined whether or not the level of
intimacy (high or low) in a committed relationship was related to a college students level
of academic procrastination. A bivariate correlational analysis was also used to test
hypothesis 2, revealing a non-significant relationship between the level of intimacy (high
or low) and academic procrastination.

Limitations & Future research

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

12

There are several limitations to the current study that must be considered in order
to apply the results in a professional capacity. Conclusions based on these results may be
affected by the limitations of the methodology used. The data are based on self-reports,
and reporting biases may influence the strength of associations between relationship
status and academic procrastination. The reliability of participants to respond truthfully to
the items could be influenced by social-desirability bias, for instance. Thus, a
participants response to specific items could be affected by his or her desire to have
socially acceptable responses. To limit this possibility, future research should supplement
self-reported data with additional data collected by independent third-party sources that
would control for this kind of bias.
The sample size of 40 participants may have also presented limitations. The
sample was broken down into two smaller samples of 20 participants, one measuring the
level of intimacy in a committed relationship and academic procrastination, the other
measuring relationship status and academic procrastination. While the overall sample
may be large enough to reveal a significant or non-significant correlation, it is unlikely
that a sample of 20 participants would be able to pick up an accurate correlation between
intimacy and procrastination, since individual differences could potentially skew the
results.
The population in which the sample was collected from provides another potential
limitation for the results. Because all of the student participants in the study were enrolled
at Elon University, it could be assumed that those participants in a relationship are in a
relationship with other students. If both parties in a relationship are students, it could also
be further assumed that they would hold similar academic values and interests, due to the

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

13

fact that they have similar academic obligations (e.g., both being enrolled in higher
education). In terms of scheduling, it is possible that the responsibilities of a student (e.g.,
homework) are different from a non-student who may have more free time, which could
cause the student in the relationship to be more likely to sacrifice their homework in
order to spend time with their partner, thus procrastinating on his or her academic
responsibilities. It would be important for future researchers to include a measure of
whether or not the student is in a relationship with a non-student or with a student at the
same university or a different university.
This study was exploratory in nature and results are based on written reports that
could be considered incomplete. The researchers present conclusions as claims to be
tested and expanded upon by future qualitative and quantitative research studies.
Procrastination research is important because it has the potential to explain the mystery of
why students decide to participate in behaviors that delay a course of action, even when
negative consequences are involved. The present study suggests that students have fairly
similar levels of procrastination, regardless of relationship status or intimacy levels of
their relationships. Limitations for the present study that may have affected the results
include: self-report questionnaire methodology, a small sample size, and a non-diverse
sample. Future research should control for these potentially confounding variables. To
explain the potential differences in behaviors between people in committed relationships
and people not in committed relationships that may influence academic procrastination,
future research could include a measure that assesses the personalities and values of
participants.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

14

Academic procrastination is an issue of serious concern in the United States and

has been correlated with many negative outcomes. Finding the factors associated with
academic procrastination would be extremely important to help people and society
recognize behaviors that may predispose a student to participate in procrastination. Once
associated behaviors are identified, society would be able to create more effective
solutions and interventions to prevent the issue of academic procrastination.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

15

Table 1
Correlation Results
________________________________________________________________________
Measure
Pearson Correlation
Sig
________________________________________________________________________
1. Relationship X Procrastination

.194

.230

2. Procrastination X Intimacy
-.287
.220
________________________________________________________________________
Note. Procrastination is averaged, n=40. Intimacy is averaged, n=20.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

16

Table 2
Means and Standard Deviations of Relationship Status, Procrastination, and Intimacy
________________________________________________________________________
Measure
M
SD
________________________________________________________________________
1. Procrastination
2.24
.448
2. Intimacy
4.90
.422
_______________________________________________________________________
_
Note. Procrastination is averaged, n=40. Intimacy is averaged, n=20.

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

17

Appendix A.
Procrastination questionnaire
Please respond to the following 16 questions by circling the number (1- strongly disagree
4 strongly agree) that most accurately describes you.
1- strongly disagree, 2- disagree, 3-agree, 4-strongly agree
1. I needlessly delay finishing jobs. 1 2 3 4
2. I postpone starting on things I dont like to do.1 2 3 4
3. When I have a deadline, I wait until the last minute. 1 2 3 4
4. I delay making tough decisions. 1 2 3 4
5. I keep putting off improving my work habits. 1 2 3 4
6. I manage to find an excuse for not doing something. 1 2 3 4
7. I put the necessary time into even boring tasks, like studying. 1 2 3 4
8. I am an incurable time waster. 1 2 3 4
9. Im a time waster now but I cant seem to do anything about it. 1 2 3 4
10. When somethings too tough to tackle, I believe in postponing it. 1 2 3 4
11. I promise myself Ill do something and then drag my feet. 1 2 3 4
12. Whenever I make a plan of action I follow it. 1 2 3 4
13. Even though I get annoyed at myself if I dont get started on a task, it doesnt get my
going. 1 2 3 4
14. I always finish important jobs with time to spare. 1 2 3 4
15. I get stuck in neutral even though I know how important it is to get started. 1 2 3 4
16. I dont like putting something off until tomorrow. 1 2 3 4
Appendix B.
Psychosocial Intimacy Questionnaire

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

18

1. I love __________ very deeply. 1 2 3 4 5 6

2. __________ and I have made definite plans for the future of our relationship. 1 2 3 4 5
6
3. I discuss my most private feelings with __________. 1 2 3 4 5 6
4. I would change jobs or schools to be able to be near __________. 1 2 3 4 5 6
5. My relationship with __________ is physically gratifying. 1 2 3 4 5 6
6. I would miss __________ very much if something happened to interfere with our
relationship. 1 2 3 4 5 6
7. __________ treats me as someone special and important. 1 2 3 4 5 6
8. If I were sick or hurt, I could count on __________ to do things that would make it
easier to take. 1 2 3 4 5 6
9. __________ is a good, sympathetic listener when I have some personal problem that I
want to talk over. 1 2 3 4 5 6
10. __________ accepts me as I am, both good and bad. 1 2 3 4 5 6
11. I would go out of my way to help __________ if he/she were in some sort of
difficulty. 1 2 3 4 5 6
12. I trust __________ to not repeat to other the things I tell him/her in confidence. 1 2 3
456
13. I like to see __________ make new friends. 1 2 3 4 5 6
14. __________ usually sees to it that his/her goals and wishes take priority over mine. 1
23456
15. I always make it a point to avoid disagreeing with __________. 1 2 3 4 5 6

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

19

References
Dietz, F., Hofer, M., & Fries, S. (2007). Individual values, learning routines and academic
procrastination. British Journal Of Educational Psychology, 77, 893-906.
doi:10.1348/000709906X169076
Impett, E. A., Gable, S. L., & Peplau, L. (2005). Giving up and giving in: The costs and
benefits of daily sacrifice in intimate relationships. Journal Of Personality And
Social Psychology, 89, 327-344. doi:10.1037/0022-3514.89.3.327
Kennedy, G. J., & Tuckman, B. W. (2013). An exploration into the influence of academic
and social values, procrastination, and perceived school belongingness on
academic performance. Social Psychology Of Education, 16, 435-470.
doi:10.1007/s11218-013-9220-z
Khaleque, A. (2004). Intimate adult relationships, quality of life and psychological
adjustment. Social Indicators Research, 69, 351-360. doi:10.1007/s11205-0041543-x

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

20

Klassen, R. M., Ang, R. P., Chong, W., Krawchuk, L. L., Huan, V. S., Wong, I. F., & Yeo,
L. (2010). Academic procrastination in two settings: Motivation correlates,
behavioral patterns, and negative impact of procrastination in Canada and
Singapore. Applied Psychology: An International Review, 59, 361-379.
doi:10.1111/j.1464-0597.2009.00394.x
Klingsieck, K. B. (2013). Procrastination: When good things dont come to those who
wait. European Psychologist, 18, 24-34. doi:10.1027/1016-9040/a000138
Maisel, N. C., & Gable, S. L. (2009). For richer...in good times...and in health: Positive
processes in relationships. In S. J. Lopez, C. R. Snyder (Eds.) , Oxford handbook
of positive psychology (2nd ed.)(pp. 455-462). New York, NY US: Oxford
University Press.
Manning, W. D., Giordano, P. C., Longmore, M. A., & Hocevar, A. (2011). Romantic
relationships and academic/career trajectories in emerging adulthood. In F. D.
Fincham, M. Cui (Eds.) , Romantic relationships in emerging adulthood (pp. 317333). New York, NY US: Cambridge University Press.
Quatman, T., Sampson, K., Robinson, C., & Watson, C. M. (2001). Academic,
motivational, and emotional correlates of adolescent dating. Genetic, Social, and
General Psychology Monographs, 127, 211-234.
Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2011). Academic procrastination in
college students: The role of self-reported executive function. Journal of Clinical
and Experimental Neuropsychology, 33, 344-357.
doi:10.1080/13803395.2010.518597

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

21

Raffagnino, R., Penzo, I., & Bertocci, B. (2012). Intimacy and quality of couple
relationship in Italian heterosexual couples according to a multidimensional
approach: A pilot survey. Bollettino Di Psicologia Applicata, 264, 26-42.
Saddler, C., & Buley, J. (1999). Predictors of academic procrastination in college
students. Psychological Reports, 84, 686-688. doi:10.2466/PR0.84.2.686-688
Sencal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A
self-determination perspective. European Journal Of Social Psychology, 33, 135145. doi:10.1002/ejsp.144
Sencal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic
procrastination. The Journal Of Social Psychology, 135, 607-619.
doi:10.1080/00224545.1995.9712234
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded
theory of academic procrastination. Journal Of Educational Psychology, 99, 1225. doi:10.1037/0022-0663.99.1.12
Stefan, A. T. (2006). The impact of romantic relationships on the academic performance
of high school girls: A qualitative study. Dissertation Abstracts International, 66.
Tesch, S. A. (1985). The Psychosocial intimacy questionnaire: Validational studies and an
investigation of sex roles. Journal Of Social And Personal Relationships, 2, 471488. doi:10.1177/0265407585024007
Tuckman, B. W. (1991). The development and concurrent validity of the Procrastination
Scale. Educational and Psychological Measurement, 51, 473-480.
doi:10.1177/0013164491512022

Running head: COMMITTED RELATIONSHIPS AND ACADEMIC

PROCRASTINATION,

22

Wentzel, K. R. & Wigfield, A. (1998). Academic and social motivational influences on

students academic performance. Educational Psychology Review, 10, 155-175.
Doi:10.1023/A:1022137619834