You are here:

Procrastination in Online Courses: Performance and Attitudinal Differences
ARTICLE

, ,

Teaching of Psychology Volume 30, Number 2, ISSN 0098-6283

Abstract

This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of procrastination, exam performance, or attitudes toward the class. Yet, procrastination was negatively related with exam scores and with attitudes toward the class for the online students, but not for the lecture students. This difference may partially explain why online courses designed to increase the educational efficacy of a course often show no difference in performance when compared to lecture classes.

Citation

Elvers, G.C., Polzella, D.J. & Graetz, K. (2003). Procrastination in Online Courses: Performance and Attitudinal Differences. Teaching of Psychology, 30(2), 159-162. Retrieved August 22, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.