Active Procrastination in Preparation and Learning outside the Classroom

Relationship between Behavioral Measures and Self-Report for Assignment Submission

Abstract

The tendency to procrastinate in assignment submission has been divided into passive procrastination, based mainly on negative aspects, and active procrastination, based on positive aspects that enhance the quality of assignments. With the objective of considering appropriate intervention methods for the early submission of assignments in flipped classrooms, this study examines the relationship between students' self-reported procrastination tendencies and several behavioral measures, related to early submission of assignments. The behavioral measures used included the grace time for assignment submission in actual flipped classrooms (how much earlier from the deadline the assignment was submitted), the time to start the assignment (how far in advance of the submission deadline they started watching the video), and the time to engage in the assignment from commencement to submission. The results showed that active procrastination was related only to the time spent on the assignment.