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Front. Psychol. | doi: 10.3389/fpsyg.2020.540910

How study environments foster academic procrastination: Overview and recommendations Provisionally accepted The final, formatted version of the article will be published soon. Notify me

  • 1Arctic University of Norway, Norway
  • 2University of Paderborn, Germany
  • 3University of Cologne, Germany

Procrastination is common among students, with prevalence estimates double or even triple those of the working population. This inflated prevalence indicates that the academic environment may appear as "procrastination friendly" to students. In the present paper, we identify social, cultural, organizational, and contextual factors that may foster or facilitate procrastination (such as large freedom in the study situation, long deadlines, and temptations and distractions), document their research basis, and provide recommendations for changes in these factors to reduce and prevent procrastination. We argue that increased attention to such procrastination-friendly factors in academic environments is important and that relatively minor measures to reduce their detrimental effects may have substantial benefits for students, institutions, and society.

Keywords: academic procrastination, impulsivity, Task aversiveness, study environments, social factors, self-regualtion

Received: 06 Mar 2020; Accepted: 12 Oct 2020.

Copyright: © 2020 Svartdal, Klingsieck, Koppenborg, Gamst-Klaussen and Dahl. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Prof. Frode Svartdal, Arctic University of Norway, Tromsø, Norway,