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Early Birds versus Just-in-Timers: The effect of procrastination on academic performance of accounting students

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  • Rotenstein, Aliza
  • Davis, Harry Z.
  • Tatum, Lawrence

Abstract

This study investigates the effect of procrastination on academic performance. Prior research has often relied upon self-reported measures of procrastination, which are only weakly correlated with actual procrastination. We use the start and submission of a set of online homework problems as two objective, direct measures of student procrastination and the grade on the assignments as a measure of performance. In our study, there were a number of potential benefits to submitting online assignments ‘just-in-time’. Thus, there was a direct benefit to procrastination, which students had to weigh against potential drawbacks. With a sample size larger than those previously reported in the literature, we find that for both procrastination measures, task procrastination is associated with lower task performance. To ensure that our results are not just an association between performance and student quality, we test for the association between task procrastination and task performance, while controlling for student quality. We find that even after controlling for student quality, task procrastination is associated with lower task performance.

Suggested Citation

  • Rotenstein, Aliza & Davis, Harry Z. & Tatum, Lawrence, 2009. "Early Birds versus Just-in-Timers: The effect of procrastination on academic performance of accounting students," Journal of Accounting Education, Elsevier, vol. 27(4), pages 223-232.
    • Handle: RePEc:eee:joaced:v:27:y:2009:i:4:p:223-232
    DOI: 10.1016/j.jaccedu.2010.08.001
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    Cited by:

    1. Blondeel, Eva & Everaert, Patricia & Opdecam, Evelien, 2024. "Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety," The British Accounting Review, Elsevier, vol. 56(4).
    2. De Villiers, Rouxelle & Hess, Alexandra Claudia, 2018. "Melding traditional and progressive andragogy in marketing education, using the hermeneutic competency development strategy," Australasian marketing journal, Elsevier, vol. 26(2), pages 140-156.
    3. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.
    4. Opdecam, Evelien & Everaert, Patricia, 2022. "Effect of a summer school on formative and summative assessment in accounting education," Journal of Accounting Education, Elsevier, vol. 58(C).

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