The Intersection of Media Multitasking and Procrastination in Academic Performance
Both media multitasking and procrastination have been shown in isolation to negatively affect academic performance. However, less research has focused on the intersection of these two constructs in the academic context. This thesis sought to bridge this gap by using an academic program coaching students with study tips to gather longitudinal survey data pertaining to media multitasking, procrastination, study habits, and academic performance. Counter to the hypotheses, media multitasking did not significantly correlate with grades, nor with procrastination. However, as hypothesized, procrastination did correlate negatively with grades and was also associated with greater stress, as well as reported binge studying intention and behavior. Additionally, the data did not support a hypothesized interaction effect between media multitasking and procrastination, whereby the two would amplify a negative impact on grades. Alternate explanations for the mixed results are offered, as well as suggestions that procrastination via digital media use may actually have remedial effects aiding academic performance.