Learning Climate, Class Room Related Boredom and Academic Procrastination Among University Students

Abstract

The present study investigated the relationship between learning climate, classroom related boredom and academic procrastination among university students. Sample (N = 300) students (151 men and 149 women) were selected from three universities of Rawalpindi and Islamabad using convenient sampling techniques. Age of the sample ranged between 17 to 26 years. Learning Climate Questionnaire (William & Deci, 1996), Class Related Boredom Scale (Pekrun, Goetz, Titz & Peny, 2002), and Tuckman Procrastination Scale (Tuckman, 1991) were used. Findings revealed significant negative relationship between learning climate and classroom related boredom. Significant negative relationship was also found between learning climate and academic procrastination. Findings showed a significant positive relationship between classroom related boredom and academic procrastination. Female students scored significantly higher in their perception about classroom learning climate as compared to the male students. No gender differences were found on classroom-related boredom and academic procrastination. Students from public-sector universities scored significantly higher on class room learning climate than those studying at private universities. However, students from both sectors of universities did not reveal significant differences on class room related boredom and academic procrastination. The classroom learning climate was repOlied significantly different when compared on the respondents' level of education (BAlB.Sc (two years), BS (four years), and MAlM.Sc (two years). However, the level of education did not reveal to be a significant demographic valiable when students were compared in their perception about classroom-related boredom and academic procrastination. Socioeconomic status was repOlied as a statistically significant demographic variable in class room learning climate. However, no significant differences in classroom related boredom and academic procrastination were reported on socioeconomic status.