EGO-IDENTITY AND ACADEMIC PROCRASTINATION AMONG UNIVERSITY-STUDENTS

In the current study, students from three colleges differing in admiss ion selectivity were administered measures of identity style and acade mic procrastination. The students at a nonselective college reported a more diffuse/avoidant identity style than students at a moderately se lective or a highly selective college. Students at the highly selectiv e college reported a strong information-oriented identity style. Acros s institutions, academic procrastination was positively related to a d iffuse ego-identity and negatively related to an information-oriented identity. The finding that students at different settings vary in thei r ego-identity has important implications for instructional developmen t and institutional programming.