Impact of Mindfulness on Equity Gaps in Procrastination

Procrastination behavior, very prevalent among college students in higher education, is inversely related to academic achievement, and is more likely among male, first generation, and underrepresented minority students. We test whether a semester-long intervention, consisting of three mindfulness pedagogical strategies designed to address varying aspects of procrastination, helps to reduce academic procrastination, generally, and for first-generation men, in particular. Self-reported procrastination levels were captured in pre- and post-tests using the 5-item Academic Procrastination Scale and