Predicting Academic Procrastination Among Undergraduate Students: The Role of Study Habits and Gender Through Hierarchical Regression Modelling

Authors

  • Truptimayee Dhrua School of Education, Gangadhar Meher University, Sambalpur, Odisha, India Author
  • Akash Ranjan Panda Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur (C.G.), India Author https://orcid.org/0009-0008-2552-5723
  • Seeman Rani Panda Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur (C.G.), India Author https://orcid.org/0009-0009-6253-0692
  • Sadhujan Bankira School of Education, Gangadhar Meher University, Sambalpur, Odisha, India Author

DOI:

https://doi.org/10.31305/rrjss.2025.v05.n01.039

Keywords:

Academic procrastination, study habits, gender, hierarchical regression, self-regulation, Indian undergraduate students

Abstract

Academic procrastination affects 35-95% of undergraduate students with significant consequences for achievement and well-being. This study examined study habits and gender as predictors of academic procrastination among 450 Indian undergraduate students (M age = 20.1; 48.9% female). Hierarchical regression analysis revealed three key findings. First, study habits significantly predicted procrastination, β = -0.520, p < .001, explaining 27.1% of variance. Second, gender contributed additional variance (11.9%, p < .001), with males reporting higher procrastination than females, β = 0.352. Third, the Study Habits × Gender interaction was non-significant, β = -0.057, p = .304, indicating gender does not moderate the study habits-procrastination relationship. The final model explained 39.0% of procrastination variance. Results support self-regulation and temporal motivation theories, demonstrating that study habits function as a universal protective factor with equivalent effectiveness across genders. Implications include prioritizing universal study habit interventions in university settings while addressing complementary factors (emotion regulation, anxiety, and perfectionism) to address the remaining 61% of unexplained variance. Findings extend international procrastination research to the underexamined Indian educational context.

Author Biographies

  • Truptimayee Dhrua, School of Education, Gangadhar Meher University, Sambalpur, Odisha, India

    Truptimayee Dhrua completed her Bachelor of Arts (B.A.) in Education from Government College, Sundargarh. She further obtained her Master of Arts (M.A.) in Education from Gangadhar Meher University, Sambalpur. She is currently pursuing her Bachelor of Education (B.Ed.) from Acharya Nagarjuna University.

  • Akash Ranjan Panda, Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur (C.G.), India

    Akash Ranjan Panda completed his Master of Science (M.Sc.) in Zoology from Indira Gandhi National Tribal University (A Central University), Amarkantak, Madhya Pradesh, specializing in Molecular Endocrinology and Toxicology. He further obtained his Master of Education (M.Ed.) from Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur, Chhattisgarh, with a specialization in Educational Technology. He is currently pursuing his Ph.D. in Education from Guru Ghasidas Vishwavidyalaya, focusing on the broad area of Positive Psychology, with his current research centred on Academic Procrastination among B.Ed. Students. He possesses robust Research Knowledge in Statistics and Meta-Analysis and is proficient in statistical and qualitative analysis software, including SPSS, AMOS, SmartPLS4, and MAXQDA, as well as data analysis using Python and R. His primary Research Interests include Psychometrics, Educational Psychology, and Science Education. He is also an active member of the National Academy of Psychology (NAOP) and the National Positive Psychology Association (NPPA).

  • Seeman Rani Panda, Department of Education, Guru Ghasidas Vishwavidyalaya, Bilaspur (C.G.), India

    Seeman Rani Panda complete in both Bachelor of arts (B.A) in Education and Master of Art’s (MA) in Education from Gangadhar Meher University, Sambalpur. She further obtained B.Ed From Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur, Chhattisgarh. And she is currently pursuing is Ph.D in Education from Guru Ghasidas Vishwavidyalaya, focusing on Educational Psychology, perceptions of teacher Education, inclusive education with behavioural Science.

  • Sadhujan Bankira, School of Education, Gangadhar Meher University, Sambalpur, Odisha, India

    Mr. Sadhujan Bankira is an Assistant Professor in Education with a deep focus on Educational Psychology, Guidance Counseling, and Educational Technology. He holds an M.A. and an M.Phil. in Education and achieved the prestigious UGC NET(JRF) qualification in 2020. Mr. Bankira has been a dedicated faculty member of the School of Education at Gangadhar Meher University since 2020. Before joining this institution, he served the Education department at Government College, Sundargarh, from 2019 to 2020. His extensive research interests explore critical contemporary themes in education, including emotional intelligence, the impact of parental involvement, ICT competency, and the application of digital pedagogy.

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Published

2025-06-30

Issue

Vol. 5 No. 1 (2025): Research Review Journal of Social Science

Section

Articles

How to Cite

Dhrua, T., Panda, A. R., Panda, S. R., & Bankira, S. (2025). Predicting Academic Procrastination Among Undergraduate Students: The Role of Study Habits and Gender Through Hierarchical Regression Modelling. Research Review Journal of Social Science , 5(1), 317-330. https://doi.org/10.31305/rrjss.2025.v05.n01.039