Academic procrastination is a widespread phenomenon among students, often with negative consequences in the form of stress and lower academic performance. It can be classified as a special form of academic student dilemmas, but we also pointed out that it is not always a negative phenomenon. The aim of this diploma work was to investigate the differences between students of natural sciences and social sciences in the level of academic procrastination and the extent to which this difference can be attributed to the institutional conditions and characteristics of professors. We conducted the research as a pilot study, as we compiled a questionnaire for students ourselves. This was followed by interviews (which served as a critical assessment of the newly created questionnaire). There were no differences observed in the degree of procrastination among students of social sciences and natural sciences, so it was not possible to determine the extent to which the faculty environment affects the degree of academic procrastination, although we did observe some differences in the organization of studies. We critically evaluated the questionnaire and made some suggestions for improvement for future research, while at the same time suggesting that academic procrastination of students should be addressed by the faculties as well.
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