Academic procrastination (AP) is a form of procrastination that often has negative consequences among students in the form of lower academic performance and stress. Most of the scientific literature in this field considers it as a consequence of psychological, behavioural and personality (i.e. internal) factors, while a few authors point to such external factors (structure of lectures, organisation of the timetable, didactic competences of professors, etc.). We have therefore drawn attention to the complexity of the AP phenomenon (which can be understood as a specific form of intrapersonal dilemma) and as such is embedded in a broader context of social dilemmas, thus achieving our first objective. We paid attention to external factors and used a quantitative approach to interview students of FDV in order to find out about their level of AP. The survey required a methodologically precise questionnaire, which we achieved, thus fulfilling our second objective. In relation to other research in this field, we found that the rate of AP among the study population is relatively high. We also examined how students evaluate specific institutional conditions and the work of professors and found out which interventions are already in place at the faculty (high structuring of lectures, professors' strictness regarding submission deadlines, etc.), thus achieving the third objective. In view of the low ratings of external factors by students, we made proposals to improve the study process (objective four achieved). We proposed key changes in the areas of rewarding students for their participation, limiting distractions during lectures, improving the tutoring programme, and adjusting the office hours of the student office. Further, we could investigate whether the distance education process has an impact on the level of AP among students, and we encouraged the latter to take an active part in improving the learning process themselves.
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