The relationship between procrastination and academic performance: A meta-analysis
The relationship between procrastination and academic performance: A meta-analysis
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DOI：
10.1016/j.paid.2015.02.038
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发表时间：
2015-08-01
影响因子：
4.3
通讯作者：
Seo, Eun Hee
中科院分区：
文献类型：
--
作者：
Kim, Kyung Ryung;Seo, Eun Hee
以往关于拖延与学习成绩之间关系的研究结果并不一致。我们对33项相关研究进行了荟萃分析，共涉及38，529名参与者，以综合这些发现。这项分析表明，拖延与学习成绩呈负相关，这种关系的影响，选择的措施或指标。自我报告量表的使用干扰了拖延和学习成绩之间的显着关系的检测。个体研究中参与者的人口统计学特征也影响了观察到的关系。本荟萃分析的影响进行了讨论。(C)2015爱思唯尔有限公司版权所有。
Previous findings on the relationship between procrastination and academic performance are inconsistent. We conducted a meta-analysis of 33 relevant studies involving a total of 38,529 participants to synthesize these findings. This analysis revealed that procrastination was negatively correlated with academic performance; this relationship was influenced by the choice of measures or indicators. The use of self-report scales interfered with detection of a significant relationship between procrastination and academic performance. The demographic characteristics of participants in individual studies also affected the observed relationship. Implications of this meta-analysis are discussed. (C) 2015 Elsevier Ltd. All rights reserved.