| Sumario: | This paper combines the perspectives of psychologists, who have emphasized procrastination, and academics in other disciplines, who have emphasized class attendance, in explaining student performance. The analysis measures the relative contribution of each of two separate measures of academic procrastination and class attendance in accounting for differences in several measures of academic performance (grades in the completion of eleven homework assignments, an online mid-term exam and a final exam) among students in an introductory statistics course. Multiple regression models are developed to explain differences in these performance measures based on the above student behavior variables and control variables accounting for student characteristics. Although the class attendance variable was most often found to be directly associated with student performance, neither the statistical significance nor relative strength of this relationship was found to be as strong as the affect of the start and submission measures of student procrastination, particularly the latter measure. The implications of these results for the application of a more realistic student perspective in introductory statistics and faculty course design strategies are considered.
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