Trì hoãn trong các nhiệm vụ học tập của sinh viên: nghiên cứu cắt ngang tại một trường đại học ngoại ngữ

Procrastination is a pervasive phenomenon among students globally, significantly impacting academic performance and overall well-being. In the context of Vietnamese higher education, particularly amidst the increasing demands of integrating academic pursuits with early career practical experiences and the challenges of online learning during the COVID-19 pandemic, academic procrastination has become a critical concern. This study addresses this growing issue by investigating the current state and underlying causes of procrastination in academic tasks among university students. By shedding light on these factors, this research aims to provide valuable insights for developing targeted interventions to enhance learning effectiveness and student success.

Academic researchers, university educators, student support services, and students, particularly within the fields of foreign language education and educational psychology.

This cross-sectional study comprehensively explored the reality and contributing factors of academic procrastination among third-year English Pedagogy students at a major foreign language university in Vietnam. Utilizing an online survey based on the Procrastination Assessment Scale for Students (PASS) and augmented with qualitative interviews, data was collected from 157 valid student responses. Key findings reveal that students exhibit varying degrees of procrastination across different academic tasks, with the highest incidence observed in reading required materials and the lowest in group work. The primary reasons for this procrastination are predominantly subjective, encompassing fear of evaluation, indecisiveness, task aversion, and inadequate time management skills. Furthermore, the study identified a notable discrepancy between students' actual procrastination levels and their self-perceived severity. The implications of these findings are substantial, offering practical recommendations for the university administration, lecturers, and students themselves to mitigate procrastination and foster a more effective learning environment. This research contributes to a deeper understanding of academic procrastination within the Vietnamese educational landscape, particularly in the unique context of online learning and its challenges.