Table 4.

Summary of the results.

	Low procrastination students	Average procrastination students	High procrastination students
Degree program choice	Intrinsically motivated decision to become a teacher.	Intrinsically motivated decision to become a teacher.	Have no clear idea of becoming a teacher.
	Choice confirmed by positive experiences with theoretical and practical parts of the program.	Internships are important experiences motivating students to continue with their program when they have doubts about it.	Have doubts about the program and consider quitting.
Getting started with study activities	First focus on the description of the activities content, nature of the material, and assignments requirements, and then plan tasks and goals to achieve.	First focus on content or number of activities and then plan tasks and goals to achieve.	Plan learning activities, but carrying out the plan depends on certain preconditions.
	Set no preconditions to start.	Set no preconditions to start.	Set preconditions to start. If preconditions are not met, the learning activity will be postponed.
Engagement in study activities	Intrinsically motivated and go for it.	Focus on completing study activities and less so on possible takeaways.	Focus on the utility of the study activity. When the learning activity appears to be useful and enjoyable, they enjoy doing it.
	Aware of how the activity is going and the progress they make. Consciousness of gaining insights and general knowledge.	Progress of the task is determined by relevance to the profession and applicability during internships. If not, it’s hard to remain engaged.	When a learning activity is boring and considered stupid, they tend to stop doing it, turning to other non-school activities that are more appealing.
	Further their knowledge.	Reflect on own role as a teacher when learning activity bears on the profession.
Way of reacting to failure	Remain focused on completing the learning activity when the result is not desirable.	Do less and think they are wasting their time when the result of a learning activity is not desirable.	When progress is disappointing, then judge themselves negatively.
	Encourage themselves verbally to keep going.	Experience a sense of failure and feel low or moody.	Experience negative feelings and low self-esteem.
	Rely on their capacities to complete the learning activity.	Are hopeful that they will manage and expect that, in the end, they will be able to complete.	No longer believe that they are up to it. Those negative feelings can also concern situations outside the program
View of oneself	Satisfied with the person they are.	In general satisfied with the person they are, but also critically reflect on themselves seeing points for improvement.	Some moments of not being satisfied with the person they are. The esteem others have for them is also important.
	Positive self-esteem.	Positive self-esteem.	Frequent moments of negative self-esteem.
Study results	Confident about results beforehand, which is reinforced by good results in the past.	Sometimes doubtful beforehand about the results.	Confident beforehand if they know they spend enough time to prepare for exams.
	Levelheadedness, no stress or nerves for exams.	Nervous about exams and feel pressure to do well.	No fear or nerves about exams.
	Passing the exams is explained by their own efforts.	Expectations of passing or failing depend on the difficulty of subject.	See themselves as the determining factor in passing or not. If they fail, they attribute their failure to not spending enough time preparing for the exam and/or to not attending all lectures.