Gendron, Amy Lilas2011-08-302011-08-3020112011-08-30http://hdl.handle.net/1828/3524The purpose of this study was to explore the relationship between active procrastination, self-regulated learning and academic achievement. Participants included 108 undergraduate students enrolled in a first-year elective course at a Canadian university. Students reported their level of active procrastination, cognitive and metacognitive strategy use, self-efficacy for learning and performance, goal quality and self-reported goal attainment over the semester. Measures included the self-report Active Procrastination Scale (APS; Choi & Moran, 2009), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich Smith, Garcia, & McKeachie, 1991) and weekly reflections. Findings revealed: (a) active procrastination was significantly positively related to academic achievement, (b) the ability to meet deadlines was the component of active procrastination most related to SRL variables, and (c) self-reported goal attainment accounted for the most variance in ability to meet deadlines score. Further research is needed to explore the central role of ability to meet deadlines in active procrastination and the order in which SRL variables, active procrastination and negative influence of procrastination predict academic achievement.enactive procrastinationadaptive procrastinationself-regulated learningSRLacademic achievementpost-secondary achievementself-efficacygoalsgoal attainmentnegative influence of procrastinationMSLQActive Procrastination ScaleWinne and Hadwin 1998ThesisAvailable to the World Wide Web