The relationship of procrastination, flow, and academic achievement

The purpose in this study was to examine the relationships among procrastination, flow, and academic achievement. The data were collected from 172 Korean undergraduates. The results indicated that there was not a relationship between students’ procrastination and academic achievement and that, even though procrastination increased the likelihood of flow-like experiences, the procrastinators were not likely to perform better in an examination because of flow. The implications of this study are discussed.