Procrastination, as an act of voluntarily delaying tasks, is particularly pronounced among students. Recent research has proposed several solutions to modeling student behaviors with the goal of procrastination modeling. Particularly, temporal and sequential models, such as Hawkes processes, have proven to be successful in capturing students’ behavioral dynamics as a representation of procrastination. However, these discovered dynamics are yet to be validated with psychological measures of procrastination through student self-reports and surveys. In this work, we fill this gap by discovering associations between temporal procrastination modeling in students with students’ chronic and academic procrastination levels and their goal achievement. Our analysis reveals meaningful relationships between the learning dynamics discovered by Hawkes processes with student procrastination and goal achievement based on student self-reported data. Most importantly, it shows that students who exhibit inconsistent and less regular learning activities, driven by the goal to outperform or perform not worse than other students, also reported a higher degree of procrastination.
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Curb Your Procrastination: A Study of Academic Procrastination Behaviors vs. A Planning and Time Management App
Procrastination is a major issue faced by students which can lead to negative impacts on their academic performance and mental health. Productivity tools aim to help individuals to alleviate this
behavior by providing self-regulatory support. However, the processes of how these applications help students conquer academic procrastination are under-explored. Particularly, it is essential to understand what aspects of these applications help which kinds of students in accomplishing their academic tasks. In this paper, we address this gap by presenting an academic planning and time
management app (Proccoli) and a study designed to understand the association between student procrastination modeling, in-app behaviors, and perceived performance with app evaluation. As the
core of our study, we analyze student perceptions of Proccoli and its impact on their study tasks and time management skills. Then, we model student procrastination behaviors by Hawkes process
mining, assess student in-app behaviors by specifying planning and performance-related measures and evaluate the relationship between student behaviors and the evaluation survey results. Our
study shows a need for personalized self-regulation support in Proccoli, as students with different in-app studying behaviors are found to have different perceptions of the app functionalities and the
association between the prompts for social accountability students received by using Proccoli and their procrastination behavior is significant.
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- Award ID(s):
- 1917949
- NSF-PAR ID:
- 10436875
- Date Published:
- Journal Name:
- Proceedings of the 31st ACM Conference on User Modeling, Adaptation and Personalization
- Page Range / eLocation ID:
- 124 to 134
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3565472.3592953
