Rannveig Grøm Sæle|Tove I. Dahl|Tore Sørlie|Oddgeir Friborg
Relationships between learning approach, procrastination and academic achievement amongst first-year university students
UiT The Arctic University of Norway|UiT The Arctic University of Norway|UiT The Arctic University of Norway|UiT The Arctic University of Norway
individual differences student learning influence academic performance two aspects influencing learning process particular learning approach students use procrastination behaviour examined relationships learning approaches procrastination academic achievement measured 1 year later grade point average gpa amongst 428 firstyear university students deep strategic learning approaches positively predicted gpa mediation analysis showed strategic learning approach also partly mediated effect deep learning approach gpa less procrastination associated strategic learning approach procrastination tendencies predict gpa recommendations made educating new students cognitive metacognitive strategies helping reduce procrastination facilitating use deep strategic learning approaches