Academic Procrastination Among University Students: A Scoping Review
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Abstract
Academic procrastination (AP) refers to the tendency to delay starting or completing tasks, such as readings or exams. Although research on this phenomenon spans several fields, the literature lacks studies that clearly define its specificities. This study aimed to conduct a scoping review to map the main characteristics of empirical research on AP among university students published in the last five years. The review followed the PRISMA-ScR guidelines for scoping reviews. Data were collected from the Biblioteca Virtual de Saúde (BVS, Virtual Health Library), Scientific Electronic Library Online (SciELO), Education Resources Information Center (ERIC), SciVerse Scopus, CAPES Theses and Dissertations Catalog, and the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD, Brazilian Digital Library of Theses and Dissertations). In total, 91 studies (88 articles and 3 dissertations) were included. The results indicated a predominance of descriptive or exploratory studies with convenience sampling, with most studies conducted in Asian countries. Thematic analysis identified four major categories: (i) assessment and intervention, (ii) cognitive, behavioral, and physiological aspects, (iii) affective and personal aspects, and (iv) institutional and contextual aspects. AP is a widespread phenomenon across different countries and has significant consequences for students’ quality of life, academic performance, and future professional development. Future studies should prioritize experimental and longitudinal designs that explore intervention strategies and contextual factors to deepen the understanding of this phenomenon.
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