[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-589234-en":3,"doc-seo-589234-105":30,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":11,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29,"preview_page_count":4},589234,1374402968488,"Đào","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","HOW UKRAINIAN UNIVERSITY STUDENTS ACADEMICALLY PROCRASTINATE IN CONDITIONS OF FORCED-ONLINE-LEARNING CAUSED BY THE COVID-19 PANDEMIC AND WARTIME","This study examines how higher education students’ academic procrastination manifests under forced online learning brought about by the COVID-19 pandemic and wartime conditions in Ukraine. A sample of 789 students from Ukrainian institutions completed six questionnaires assessing academic procrastination, self-organization, and preferred learning formats. Forced online learning shows a positive association with procrastination while reducing self-organization. Students studying exclusively online report higher procrastination than those in mixed formats, where self-organization and conscientiousness are stronger. The study also identifies “active academic procrastination” as a process-related form rather than purely negative behavior.","HOW UKRAINIAN UNIVERSITY STUDENTS ACADEMICALLY PROCRASTINATE IN CONDITIONS OF FORCED-ONLINE-LEARNING CAUSED BY THE COVID-19 PANDEMIC AND WARTIME  \nOlha Cherepiekhina,1  \nPhD (Psychology), Associate Professor, the Department of Pedagogical and Age Psychology, Deputy Dean for International Affairs  \nDnipro National University named after Oles Honchar, Dnipro, Ukraine  \n[olga.cherry.2013@gmail.com](olga.cherry.2013@gmail.com)[ ](olga.cherry.2013@gmail.com)[ORCID](ORCID: 0000000169701217)[: 0000000169701217](ORCID: 0000000169701217)  \nAnastasiia Turubarova,2  \nPhD (Psychology), Associate Professor, the Head of the Department of Special Education and Psychology  \nMunicipal Institution of Higher Education “Khortytsia National Educational Rehabilitation Academy” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine  \n[turubarovaan@gmail.com](turubarovaan@gmail.com)[ ](turubarovaan@gmail.com)[ORCID](ORCID: 0000000248064519)[: 0000000248064519](ORCID: 0000000248064519)  \nOleksii Sysoiev,3  \nPhD (Economy), Associate Professor, Dziekan kierunku ekonomia Wydział kierunkuekonomy  \nUniversity of Humanities and Economics in Lodz, Lodz, Poland  \n[4998858@gmail.com](4998858@gmail.com)  \nORCID: 0000000158990244  \nNataliya Derevyanko,4  \nPhD (Pedagogy), Associate Professor, the Head of the Department of Design Municipal Institution of Higher Education “Khortytsia National Educational Rehabilitation Academy” of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine  \n[nataliyader@gmail.com](nataliyader@gmail.com)[ ](nataliyader@gmail.com)[ORCID](ORCID: 0000000248064519)[: 0000000248064519](ORCID: 0000000248064519)  \n1 Corresponding author, responsible for conceptualization, methodology, validation, investigation, resources, data curation, writing an original draft, review and editing, supervision, project administration?  \n2 Co-author, responsible for conceptualization, methodology, validation, formal analysis, investigation, resources, data curation, writing an original draft, review and editing  \n3 Co-author, responsible for conceptualization, validation, formal analysis, investigation, resources, data curation, writing an original draft, review and editing, visualization  \n4 Co-author, responsible for conceptualization, validation, formal analysis, investigation, resources, writing an original draft, review and editing, visualization  \n5 Co-author, responsible for validation, formal analysis, investigation, data curation, writing an original draft, review and editing, visualization  \n© Author(s) . 2023. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0  \nValerii Bulanov,5  \nPhD (Psychology), Associate Professor, the Head of the Department of Special Education Physical Culture and Sport Management Faculty, National University \"Zaporizhzhia Polytechnic\"  \n[bulanovvalerij67@gmail.com](bulanovvalerij67@gmail.com)[ ](bulanovvalerij67@gmail.com)[ORCID](ORCID: 0000000225751367)[: 0000000225751367](ORCID: 0000000225751367)  \nAbstract. This study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods. A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the ","cbCaikeDCPx5YXHW","https://ap.wps.com/l/cbCaikeDCPx5YXHW","pdf",504510,1,21,"English","en",105,"# Abstract\n# Keywords\n# 1. 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Students who study solely online show higher procrastination than students in mixed formats (online plus face-to-face), who demonstrate stronger self-organization and conscientiousness.\"}]","HOW UKRAINIAN UNIVERSITY STUDENTS ACADEMICALLY PROCRASTINATE IN CONDITIONS OF FORCED-ONLINE-LEARNING CAUSED BY THE COVID-19 PANDEMIC AND WARTIME | PDF",1792066804,53,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":92,"head_meta":94,"extra_data":96,"updated_unix":97},"how-ukrainian-university-students-academically-procrastinate-in-conditions-of-forced-online-learning-caused-by-the-covid-19-pandemic-and-wartime","",{"@graph":36,"@context":91},[37,54,74],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/how-ukrainian-university-students-academically-procrastinate-in-conditions-of-forced-online-learning-caused-by-the-covid-19-pandemic-and-wartime/589234/",4,{"url":52,"name":13,"@type":55,"image":56,"author":61,"headline":13,"publisher":63,"fileFormat":66,"inLanguage":23,"description":14,"dateModified":67,"datePublished":68,"encodingFormat":66,"isAccessibleForFree":69,"interactionStatistic":70},"DigitalDocument",{"url":57,"@type":58,"width":59,"height":60},"https://docshare.wps.com/thumbnails/how-ukrainian-university-students-academically-procrastinate-in-conditions-of-forced-online-learning-caused-by-the-covid-19-pandemic-and-wartime/589234.png","ImageObject",300,407,{"name":9,"@type":62},"Person",{"url":41,"name":64,"@type":65},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":71,"interactionType":72,"userInteractionCount":11},"InteractionCounter",{"@type":73},"ViewAction",{"@type":75,"mainEntity":76},"FAQPage",[77,83,87],{"name":78,"@type":79,"acceptedAnswer":80},"What does the study investigate about students’ procrastination?","Question",{"text":81,"@type":82},"It investigates features of academic procrastination among higher education students under forced online learning during the COVID-19 pandemic and wartime in Ukraine, focusing on links with self-organization and learning format preferences.","Answer",{"name":84,"@type":79,"acceptedAnswer":85},"How was the research conducted?",{"text":86,"@type":82},"The study surveyed 789 higher education students in Ukrainian institutions using six questionnaires to measure academic procrastination indicators and self-organization across learning formats.",{"name":88,"@type":79,"acceptedAnswer":89},"What are the main findings regarding online vs mixed learning formats?",{"text":90,"@type":82},"Forced online learning is associated with greater academic procrastination and lower self-organization. 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