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The relationship between academic performance and procrastination has been well documented over the last twenty years. The current research aggregates existing research on this topic. Most of the studies either find no result or a small negative result. However, recent studies suggest that procrastination can have a positive influence on academic performance if the procrastination is active instead of passive. To analyse the effect of active procrastination on academic performance, a meta-analysis was conducted. The analysis includes 96 articles with 176 coefficients including a combined average of 55,477 participants related to the correlation between academic performance and procrastination. The analysis uncovered a modest negative correlation between academic performance and procrastination overall. Importantly, the type of procrastination exerted a substantial impact on the strength of this correlation: active procrastination demonstrated a small positive effect size, whereas passive procrastination registered a small negative effect size. Additionally, participant-specific characteristics and indicators further modulated the magnitude of the correlation. The implications of this research extend to underscoring a potential beneficial aspect of procrastination, specifically elucidating how certain types of procrastination can positively influence academic performance.
Kooren et al. (Mon,) studied this question.