Academic Performance in Different Learning Formats: Contribution of Procrastination and Coping Strategies

Abstract

The purpose of this research was to study the effect on academic performance of changing the learning format and the contribution of procrastination and coping strategies to the academic performance of students, when changing the learning format from contact to distance. Research methods: analysis of academic performance, Lay General Procrastination Scale in adapted by Vindeker, COPE Kraver in adaptation by Rasskazova; Greenglass Proactive Coping Behavior questionnaire, adaptation by Starchenkova; mathematical methods. The sample size was 151 people. According to the results: 1) The learning format affects the academic performance of students. The nature of this influence, along with external factors, is mediated by a number of psychological characteristics of students, in particular, the level of procrastination and the nature of coping strategies. 2) When switching from contact to distance learning, the success of educational activities was associated with the level of academic performance. The transition to the distance format led to an improvement in the performance of senior students. 3) Students with low academic performance have a higher level of general procrastination associated with delay in making vital decisions than students with high academic performance. 4) Students with low academic performance are more likely to use humor as a coping strategy, and this is associated with a deterioration in academic performance. High academic students are more likely to find emotional support, and this is associated with improved academic performance. The research result can be used in the development of work programs of academic disciplines in a differentiated manner for senior and junior students.