PROCRASTINATION OF UNIVERSITY STUDENTS IN THE CONTEXT OF PERSONALITY AND ACADEMIC MOTIVATION

Procrastination can be understood as an excessive mismatch between the original intention and the resulting action, i.e., the gap between commitment and completion of a task greatly exceeds the amount of time required for successful completion of a given task (Bujnovská & Greifová, 2022). The aim of this paper is to analyse the relationship between procrastination, personality traits and motivation in university students. Personality traits were measured using the BFI-2 S (Kohút et al., 2020). The Procrastination Scale (Gabrhelík, 2006; Lay, 1986) was used to measure procrastination and the Academic Motivation Scale – AMS-C 28 (Vallerand et al., 1989) was used to measure academic motivation. In terms of personality traits, differences between types of procrastinators (mild, moderate, severe) were demonstrated in conscientiousness, openness, and agreeableness. In statistical analyses, we found that higher levels of procrastination were related to: a) lower levels of conscientiousness, openness and agreeableness; b) higher levels of amotivation. Conscientiousness was a significant predictor of procrastination. The contribution of this research could be mainly focused on education, since this is where procrastination needs to be eliminated, which will improve not only students’ performance but also their overall self-image.