Page No 61-71
Suparna Das
Bijoy Krishna Girls’ College, University of Calcutta, Calcutta
Jayanti Basu and Priyankar Singha
University of Calcutta, Calcutta
In today’s complex globalized environment, academic procrastination, a common issue
in higher education system which may affect students’ performance and well-being. In
contrast, academic resilience reflects the ability to recover from setbacks and maintain
motivation in challenging situations. Learning styles—students’ preferred ways of
absorbing, processing, and retaining information—play a critical role in their academic
behaviors and outcomes. The present study aims to explore the impact of gender and
learning styles on academic procrastination and academic resilience among college
students. An attempt has also been made to determine the relationships between the
dependent variables. Data were collected from 300 college students (164 female, 136
male) of Kolkata applying standardized questionnaires. The study utilized a multistage
cluster sampling technique and employed various scales, including Revised Study
Process Questionnaire, Procrastination Assessment Scale, and Academic Resilience
Scale, and descriptive, inferential and correlational statistics were done to prove the
hypotheses. The findings reveal a significant impact of gender on both academic
procrastination and resilience, and show that learning styles influence academic
resilience. Deep learners were found to be more resilient, likely due to their structured
learning approaches. Furthermore, resilient students, regardless of learning style or
gender, exhibited lower levels of procrastination. The results underscore the need for
academic interventions that address individual learning styles to reduce procrastination
and foster resilience, helping educators and counselors to develop and design
interventions in managing their academic responsibilities and foster success and well
being in college settings