This assessment measures academic procrastination consisting of 2 sections and 44 different items. The first section contains 18 items measuring the incidence of procrastination in activities pertaining to the following six academic areas:
- completing a writing assignment
- studying for an exam
- keeping up with weekly reading assignments
- performing administrative tasks (e.g. filling out forms, registering for classes)
- attending meetings
- performing academic tasks in general.

For each area, the first item measures the frequency of procrastination for the task. The second item measures the degree to which academic procrastination causes a problem, and the third item the willingness of students to decrease their procrastination behavior. All were rated on a scale of 1 (never) to 5 (always).

The second section of the PASS assesses how much each of 26 separate reasons reflects why respondents procrastinated in completing a writing assignment. 


Procrastination Assessment Scale‐Students (PASS)

API measures student level of academic procrastination. It includes a 19-item self-report using 1 (false) to 5 (true) scale. 

Sample item - "I delay starting things until the last minute"

There is a Turkish version of the API which has 16 items. 

Aitken Procrastination Inventory

Aitken Procrastination Inventory - API

Procrasstination Assessment Scale-Students - PASS

Grinnell College

Academic procrastination is the practice of avoiding or postponing academic tasks. It is associated with various negative impacts, including a reduction in the quality and quantity of a student's work, lower goal commitment, less time allotted to studying, decreased course achievement, and a decline in long-term learning. In addition to poor academic performance, academic procrastination can elicit negative emotional reactions such as frustration, anxiety, shame, and guilt.

Academic Procrastination

Using cross-sectional surveys given to nursing students at two junior colleges (n=347) and SPSS, Guo et. al. aimed to explore nursing students' academic procrastination and its relationship with emotional intelligence (EI) and self‐efficacy, and self‐efficacy's mediation of the relationship between EI and academic procrastination. Emotional intelligence (EI) and self‐efficacy were found to be negatively associated with academic procrastination. Students who reported lower EI and self‐efficacy may be at a higher risk of academic procrastination.

Guo et. al. pose that a larger focus on these influencing factors can help nursing educators and consultants develop intervention measures aimed at decreasing students' procrastination behavior.

Academic Procrastination and Emotional Intelligence 

Men are more likely to procrastinate and have adverse academic affects correlating to their procrastination. They also report lower levels of satisfaction with academic life. Men are more likely to procrastinate on academic tasks and assignments.
- possible issue with sleeplessness due to late studying and time pressures
- poor time management skills
- handycapping behavior
- studies have shown low achievement motivation, self-discipline, and high levels of impulsivity in men.

Women have lower levels of academic procrastination with higher levels of academic performance and satisfaction with their academic life. They perform better on tasks and assignments and show better time management skills. 

Gender Differences with Academic Procrastination 

Procrastination is highly prevalent among students; in one study, seventy percent of students reported academic procrastination, and twenty percent reported habitual procrastinations(Schouwenberg, 1995). It was also found that graduate students procrastinate 3.5 times more than undergraduate students(Onwuegbuzie 2004).

Procrastination in undergraduate and graduate students

The online environment increases the amount of procrastination. This makes it very important for researchers to identify strategies for decreasing students’ procrastination levels in an online environment. 

Academic procrastination and the online learning environment

C., Glenda, et al. “The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination.” Journal of Interactive Online Learning, University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. , 30 Nov. 2009. 

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