Lee, E.J., Halla University, Korea
Procrastination (putting off for tomorrow what one should do today) is introduced as a well-known phenomenon that has been the subject of widespread general interest, but remarkably little research interest. The purpose of this study was to examine the procrastinators' motivational patterns and flow experience in learning. 262 undergraduate students identified as either low or high procrastinators as measured by the Tuckman's Procrastination Scale(1991) completed both Flow State Scale(Jackson & Marsh, 1996) and Academic Motivation Scale(Vallerand et al., 1993). Results of this study revealed the significant differences in motivational patterns between high and low procrastinators. Low procrastinators showed significantly higher levels of intrinsic motivation and self-determined extrinsic motivation while high procrastinators showed significantly higher levels of non-self-determined extrinsic motivation and amotivation. Results also showed that academic procrastination was significantly related to the flow state. High procrastinators are less likely to experience the flow state than low procrastinators; they showed significantly lower levels of challenge-skill balance, clear goals, unambiguous feedback, concentration of task at hand, loss of self- consciousness, and autotelic experience. The findings of this study would provide preliminary basis for understanding the antecedents and consequences of procrastination. Educational implications for teachers and motivational interventions are discussed.