Exploring the Relationship between Academic Motivation and Procrastination among Psychology Students

This research aims to investigate the correlation between academic motivation and procrastination among psychology students. A sample of 102 psychology students (81 female, 21 male) participated in the study. Participants completed self-report measures including the Procrastination Scale (PS Lay, 1986)- for student population and the Academic Motivation Scale (AMS-C; Vallerand et al., 1992) college version. Data were analyzed using Spearman rank correlation coefficient and Mann-Whitney U test. The study revealed a significant negative correlation between academic motivation and academic procrastination among psychology students. Specifically, higher levels of academic motivation were associated with lower tendencies to procrastinate. Gender differences were found in intrinsic motivation to accomplish, with females demonstrating higher levels. The findings indicate that psychology students, despite their understanding of human behavior, are still susceptible to procrastination when their academic motivation wanes. Strategies to enhance intrinsic motivation and address external factors influencing motivation may help mitigate procrastination tendencies. The study highlights the importance of tailored interventions to enhance motivation and reduce procrastination among psychology students. Educators and policymakers can use these insights to develop targeted approaches to support students in managing their academic tasks effectively.