Abstract

In the present study, we explored how earned credits (European Credit Transfer and Accumulation System – ECTS), are influenced by traits of conscientiousness and procrastination, motivation and self-efficacy evoked by the learning contexts, and study skills in terms of students’ ability to manage time and resources to meet the demands of the academic tasks. Moreover, we investigated whether study skills mediate the relationship between procrastination and earned credits. University students (1303) at the end of their first year completed a survey including self-report measures, while performance data used (earned credits) are externally assessed. The results showed the important role of study skills in predicting credits and revealed that procrastination can lead to a problematic pace of studying due to the detrimental effect that this disposition has on study skills. Our findings suggest that interventions to help students to improve their planning and organizational skills could potentially counteract procrastination and facilitate better academic performance.