Nicholls, Nicky2023-10-052023-03Nicholls, N. 2023, 'Procrastination and grades: can students be nudged towards better outcomes?', International Review of Economics Education, vol. 42, art. 100256, pp. 1-14, doi : 10.1016/j.iree.2022.100256.1477-3880 (online)10.1016/j.iree.2022.100256http://hdl.handle.net/2263/92711DATA AVAILABILITY : Data will be made available on request.This study starts by examining the relationship between procrastination and grades. I use a large sample (n = 17,241) of timed submissions of online assessments, where having multiple observations for each individual makes it possible to control for individual fixed effects. The data confirm a significant negative relationship between procrastination and grades. To address procrastination, two “nudges” encouraging earlier submission were tested with a smaller class group. The first was a communication about social norms relating to submission times; and the second was an information nudge highlighting grade disadvantages of late submission. Disappointingly, neither nudge led to earlier average submission times. This finding adds to a small body of work suggesting that nudges might be less effective when trying to change habitual behaviours.en© 2022 Elsevier Ltd. All rights reserved. Notice : this is the author’s version of a work that was accepted for publication in International Review of Economics Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. A definitive version was subsequently published in International Review of Economics Education, vol. 42, art. 100256, pp. 1-14, 2023, doi : 10.1016/j.iree.2022.100256.ProcrastinationHigher educationNudgesSDG-04: Quality educationPostprint Article