The Relationship Between Students’ Learning Motivation and Academic Procrastination

Аннотация

This theoretical-analytical article examines the relationship between university students’ learning motivation
and academic procrastination. Drawing on self-determination theory, temporal motivation theory, expectancy–value
theory, and self-regulated learning frameworks, the article argues that procrastination is not simply a deficit of diligence
but a motivational-regulatory failure shaped by the quality, direction, and stability of students’ reasons for learning. Autonomous
motivation, perceived competence, task value, future goal orientation, and academic engagement are identified as
protective factors, whereas amotivation, externally controlled regulation, low expectancy of success, task aversiveness,
and delayed reward are interpreted as risk mechanisms. A comparative synthesis of contemporary studies is used to
develop an integrative “value–expectancy–regulation–action” model that explains how motivational resources are converted
into timely academic action. The paper also proposes differentiated educational and psychological interventions
for students with distinct motivational-procrastination profiles. The conclusions provide a methodological foundation for
subsequent empirical testing through structural equation modelling, mediation analysis, and intervention research