The relationship between procrastination and academic performance: A meta-analysis

• Procrastination was negatively correlated with performance in a meta-analysis.
• Choice of procrastination measure affects its association with performance.
• Performance indicator choice affects the procrastination–performance association.
• Use of self-report data masks the procrastination–performance association.
• Demographic variables affect the procrastination–performance relationship.

Previous findings on the relationship between procrastination and academic performance are inconsistent. We conducted a meta-analysis of 33 relevant studies involving a total of 38,529 participants to synthesize these findings. This analysis revealed that procrastination was negatively correlated with academic performance; this relationship was influenced by the choice of measures or indicators. The use of self-report scales interfered with detection of a significant relationship between procrastination and academic performance. The demographic characteristics of participants in individual studies also affected the observed relationship. Implications of this meta-analysis are discussed.