ArticlePloS one2025
Academic motivation, procrastination, and adjustment: Exploring their impact on student profiles and academic performance.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionSucceeding in entering higher education studies is influenced by motivation, procrastination, and how well students adjust to university life. By understanding these factors, better strategies for supporting students can be developed.
aimThis study aims to group university students based on their motivation, procrastination, and adjustment to university, and to examine how these groups relate to their Grade Point Average (GPA).
method284 university students participated in this study, averaging 21.2 years old, of whome 36.2% were male and 63.4% female. Academic motivation was measured using the Academic Motivation Scale, procrastination with the Procrastination Assessment Scale Questionnaire, and adaptation with the Student Adaptation to College Questionnaire. A K-Mean cluster analysis and decision tree methods were used to identify student profiles and their link to GPA.
resultsThree profiles emerged: (a) Highly Motivated and Well-Adjusted (highest GPAs), (b) Moderately Motivated and Adjusted (average GPAs), and (c) Procrastinated and Poorly Adjusted (lowest GPAs).
conclusionManaging procrastination, staying motivated, and adjusting well to university are key to academic success. Targeted interventions can improve these areas and boost student performance.
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