On the relationship of cognitive and behavioral components of academic procrastination

Research on academic procrastination is widespread, but procrastination remains one of the significant problems of studying at a university. At present, there is no comprehensive explanation, and therefore procrastination is widespread. Externally observed procrastination of academic tasks can be productive and unproductive procrastination, as well as a reflection of the conceptual model of university student learning. The purpose of the article is to analyze and summarize the results of studies of procrastination in an academic environment, determining the connection between the cognitive component of academic procrastination and the external manifestations and behavior of the subject. To achieve the purpose of the review, 28 publications were analyzed on theoretical and empirical studies of procrastination in Russian psychology over the past 10 years. The generalization of the research results was carried out in the logic of the activity approach. Analysis of studies has shown that researchers name factors influencing the development of academic procrastination: emotional, volitional, motivational determinants and other personal characteristics of students, living and working conditions, skill deficits, decision-making features, semantic attitudes, stylistic features of activity, coping strategies , intrapersonal conflicts, pronounced manifestations of chronic fatigue and high cognitive tension. The analysis made it possible to highlight current prospects for further research on academic procrastination. As a result of a review of studies, it was concluded that the mechanism of the relationship between the cognitive and behavioral components of procrastination has not yet been revealed. The hypothesis is considered that behind the picture called procrastination there may be phenomena of a different quality, in particular the content of the conceptual model of learning.