A Grounded Theory Study of Academic Procrastination in Project-Based Leaning

Abstract

This study explores academic procrastination in Project-Based Learning (PBL) through an English writing course for sophomore English majors at a Chinese university. Using interviews, observations, and questionnaires, the study identifies project delays as stemming from both external (e.g., postponed tasks, poor collaboration) and internal factors (e.g., stress, anxiety, perfectionism). Causes include individual issues like poor time management and emotional challenges, as well as team-related problems such as ineffective communication and lack of motivation. While the findings offer insights into procrastination in PBL, future research should examine individual differences, integrate digital tools, and explore strategies to enhance collaboration and task efficiency in PBL settings.