Date of Award




Document Type


Degree Name

Doctor of Philosophy (PhD)


Department of Education Theory and Practice

Content Description

1 online resource (vii, 122 pages) : illustrations (some color)

Dissertation/Thesis Chair

Reza Feyzi RB Behnagh

Committee Members

Alex Kumi AY Yeboah, Lijun LN Ni


education, goal achievement, mobile technology, procrastination, self regulated learning, Procrastination, College students

Subject Categories

Educational Psychology | Educational Technology


Procrastination is a well-known phenomenon experienced by a lot of people in everyday life. People sometimes intentionally, sometimes unintentionally put off their tasks even though they might be worse off due to the delay (e.g., not paying bills due, even though they have sufficient funds in their bank account). It is safe to say everybody procrastinates at some point, but in academia the rate is relatively higher. This dissertation is an exploratory study of the relationship and differences between self-reported academic procrastination and observed procrastination in relation to students’ achievement goal orientations and self-regulated learning. A time-management/productivity mobile application (Proccoli) was developed and used to examine how students plan their studies toward their academic goals and whether they stick to their original plans (e.g., planned vs actual time they started working on a goal), change of study pattern and frequency when getting close to deadlines, and self-monitoring patterns across different academic procrastination levels. The main purpose of this dissertation is to bring a new perspective to academic procrastination studies particularly measuring and detecting procrastination utilizing mobile technology. The results revealed that students’ perceptions and self-reports about their own procrastinatory behaviors do not match well with their actual studying behavior toward accomplishing their academic goals. Procrastinators are underestimating their actual procrastination behavior. Furthermore, higher level procrastinators are more likely to check their progress toward accomplishing their academic goals. The results, also, revealed meaningful relationships between how students carried out their initial plan on an academic goal and their achievement goal orientations.