Academic Procrastination in Students During Covid-19 Pandemic: The Role of Perceived Challenges and Learning Motivation

Blerina  Reci Xhakolli; Oriola  Hamzallari

doi:10.36941/jesr-2023-0018

Authors

Blerina Reci Xhakolli Department of Psychology, Aleksandër Moisiu University, Durrës, Albania
Oriola Hamzallari Department of Psychology, Aleksandër Moisiu University, Durrës, Albania

DOI:

https://doi.org/10.36941/jesr-2023-0018

Keywords:

Perceived COVID-19 challenges, learning motivation, procrastination, gender, Albanian students

Abstract

The COVID-19 pandemic has caused many changes in educational settings which have been quite demanding. Shifting to online education has resulted in many erratic changes for students, which could have threatened their learning motivation. Therefore, this study examined perceived challenges, learning motivation and academic procrastination during the COVID-19 pandemic among 458 students of public and non-public universities in Albania, and the data were collected through online questionnaires. The findings reveal a strong relationship between academic procrastination, perceived challenges and learning motivation. Furthermore, a multiple linear regression model revealed that academic procrastination was influenced by perceived challenges and motivation. Sociodemographic variables, such as age and gender, were examined. The results are relevant for understanding learning motivational processes and critical variables that influence students’ procrastination, academic achievement and adjustment.

Received: 21 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023