# Procrastination in Online Courses: Performance and Attitudinal Differences

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3 Table 1. Relationship Between Dilatory Behaviors in Accessing the Class Web Site and Performance on Each Exam r dilatory behaviors, exam scores p for H 0 : ρ = 0 M Exam Score SD p for H 0 : ρ online ρ lecture Exam 1 Online.52* * Lecture Exam 2 Online.50* Lecture Exam 3 Online.57* * Lecture Exam 4 Online.48* Lecture Final Exam Online.51* Lecture Sum Online.58* * Lecture *p <.05. Table 2. Relationship Between Dilatory Behaviors in Accessing the Class Web Site and Attitudes Toward the Class r dilatory behavior, attitude p for H 0 : ρ = 0 M SD p for H 0 : ρ online = ρ lecture I would take another class that was presented in this format if I had the opportunity. Online.51* * Lecture I would recommend the distance learning section of this class to my friends. Online.58* * Lecture Everything considered, I have learned a great deal from this class so far. Online.54* * Lecture Everything considered, I really like this class so far. Online.55* * Lecture Note. The response to each question was based on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). *p <.05. tion was a 5-point Likert scale ranging from 1 (strongly disagree)to5(strongly agree). Large values of the procrastination measure indicated little procrastination. Table 2 summarizes these results. We found a strong relation between student satisfaction in the course and the procrastination measure, but only for students in the online class. The results indicate that for the online class, the greater the dilatory behaviors, the less satisfied the student was with the class. Table 2 also shows the results of z score tests for determining if the correlation between dilatory behaviors and attitudes was greater for online students than for the lecture students. None of the ratings listed in the table were reliably different between the online and lecture classes (for the two-tailed t tests all ps >.75 except for I would recommend the distance learning section of this class to my friends, which had p =.29). We investigated the relation between procrastination, neuroticism, and conscientiousness. Pearson s r failed to reveal a reliable relation between procrastination and neuroticism, r(42) =.02, p =.91. Pearson s r approached significance for the relation between procrastination and conscientiousness, r(42) =.27, p =.07. When we considered the online and lecture students separately, both neuroticism, r(19) =.38, p =.09, and conscientiousness, r(19) =.41, p =.06, approached statistical significance for the online students. Neither neuroticism, r(21) =.27, p =.21, nor conscientiousness, r(21) =.20, p =.35, approached statistical significance for the lecture students. The instructor took class attendance for the lecture class. The lecture students attended, on average, 24.5 of 29 classes (84.4%, SD = 4.3). Discussion The results of this study indicate that, at least in our online class, dilatory behaviors for accessing the class Web site were no more common than in our lecture class. However, the magnitude of the relation between procrastination and class performance and attitudes seemed to be larger for the online class than for the traditional class. Procrastination was a good Vol. 30 No. 2,

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