Sociological Analysis of Academic Procrastination among Graduate Students from the Perspective of Faculty Members: (A Case Study of Shahid Chamran University of Ahvaz)

Authors
Tayebeh Nikvarz 1
Masoumeh Bagheri 2
Ali Boudaghi 3
Marziyeh Shahryari 4
1 Instructor, Department of Social Sciences, Faculty of Law and Social Sciences, Payame Noor University, Tehran, Iran
2 Associate Professor, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
3 Assistant Professor Department of sociology Economy and Social Sciences Faculty, Shahid Chamran University of Ahvaz, Ahvaz, Iran
4 Assistant Professor, Department of Social Sciences, Faculty of Economics and Social Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
10.61838/KMAN.IRPHE.31.3.3
Abstract
The factors and processes influencing academic procrastination can be analyzed across a wide range of disciplines, including sociology. While this phenomenon has been extensively studied in psychology, the sociological aspects of academic procrastination, despite their relevance, have been largely overlooked. This study adopts a grounded theory approach to provide a sociological analysis of academic procrastination among graduate students. The participants included 15 faculty members from Shahid Chamran University of Ahvaz, selected through purposive sampling until theoretical saturation was achieved. Data were collected through in-depth interviews and analyzed using three stages of coding: open, axial, and selective. Findings revealed that factors such as poor academic literacy, inefficient educational structures, teaching methods, academic alienation, misaligned socialization processes, unpredictability of conditions, and individual psychological traits act as causal conditions for academic procrastination. Intervening conditions included academic deviance, stereotypical beliefs, and familial support, while contextual conditions encompassed online education, student-teacher ratios, environmental factors, and students' socioeconomic status. In response to students' procrastination, educational system employed facilitative, strict, and follow-up strategies. The consequences of academic procrastination included improved academic performance for some, normalization and perpetuation of procrastination, and the formation of an "academic proletariat."

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  • Receive Date 14 July 2024
  • Revise Date 29 December 2024
  • Accept Date 26 January 2025
  • Publish Date 23 September 2025