Procrastination and grades: Can students be nudged towards better outcomes?

Abstract

This study starts by examining the relationship between procrastination and grades. I use a large sample (n = 17,241) of timed submissions of online assessments, where having multiple observations for each individual makes it possible to control for individual fixed effects. The data confirm a significant negative relationship between procrastination and grades. To address procrastination, two “nudges” encouraging earlier submission were tested with a smaller class group. The first was a communication about social norms relating to submission times; and the second was an information nudge highlighting grade disadvantages of late submission. Disappointingly, neither nudge led to earlier average submission times. This finding adds to a small body of work suggesting that nudges might be less effective when trying to change habitual behaviours.