Psychological Motivations and Intervention Paths of College Students’ Online Autonomous Learning Procrastination in the Digital Intelligence Era

Abstract

In the digital intelligence era, online autonomous learning has gradually become a mainstream learning mode among college students. However, the coexistence of digital distraction, information overload, and insufficient self-regulation ability has contributed to the increasingly serious phenomenon of learning procrastination, which not only reduces learning efficiency but also negatively influences academic achievement and psychological well-being. This paper systematically reviews the definitions, behavioral characteristics, and measurement approaches of online autonomous learning procrastination, and summarizes its major psychological motivations from four dimensions: cognition, emotion, motivation, and executive function. It further examines representative intervention studies from the perspectives of psychological counseling, digital technology, instructional design, and environmental management. The review indicates that existing studies have made substantial progress in scale construction and factor identification, yet still lack a unified integrated theoretical framework and sufficient long-term empirical evidence for interventions in digital learning contexts. Significant gaps remain in mechanism explanation, cross-context validation, and personalized intervention system development. This review clarifies the current research status and major limitations, and provides a theoretical foundation for future research and educational practice aimed at alleviating procrastination behavior and enhancing students’ learning adaptability in digital environments.