Procrastination and relating components of cognition and perceived stress

Abstract

The purpose of this study was to explore the relationship between procrastination, perceived stress and cognitive components of motivation and learning strategies. Participants included 81 undergraduate students in Dublin Business School. Students responded to self report measures including General Procrastination Scale, Motivated Strategies of Learning Questionnaire and Perceived Stress Scale. Pearson correlation revealed a significant positive relationship between procrastination and perceived stress as hypothesized. There was also significant positive correlation with Multiple regression indicated motivation and learning strategy factors were weak predictors of procrastination levels, with the exception of motivational sub-scale self-efficacy. Perceived stress was also found to have a significant positive relationship with test anxiety and a significant negative relationship with organization.