Akademisk prokrastinering : En kvalitativ intervjustudie bland högskolestudenter samt påverkan på välbefinnande och sociala nätverk

This study examines how academic procrastination affects student’s well-being at Halmstad University, with focus on social networks and psychological consequences. Through a qualitative method, interviews with university students highlight how academic expectations, stress and pressure can influence academic procrastination, which refers to postponing study-related tasks. The study is analyzed through a hermeneutic method and thematic analysis. The theoretical framework includes Thomas Scheff’s theory of shame and pride, Erving Goffman’s role theory and role expectations, as well as George Herbert Mead’s theory of the self – with particular emphasis on the “Me” (objective self), the “I” (subjective self), and consciousness. The results show that academic procrastination among university students is highly prevalent, especially when assignments are demanding. Expectations and pressure lead to feelings of stress, anxiety and fear of failure. The results also indicate that social networks can contribute both positively and negatively, acting as a support system for students who procrastinate, while also potentially serve as a source of stress. The study contributed to a deeper understanding of the social and emotional aspects of procrastination and discusses potential methods to support the well-being of university students.