Relevant bibliographies by topics / Academic procrastination

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Academic procrastination'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Academic procrastination"

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Clark, Jeffrey L., and Oliver W. Hill. "Academic Procrastination among African-American College Students." Psychological Reports 75, no. 2 (October 1994): 931–36. http://dx.doi.org/10.2466/pr0.1994.75.2.931.

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This study examined the generality to African-American college students of previous findings regarding the prevalence of students' procrastination and their reasons for procrastinating. The Procrastination Assessment Scale—Students of Solomon and Rothblum was administered to 184 African-American college students. This scale measures the frequency of procrastination on a variety of academic tasks as well as reasons for procrastinating on writing a term paper. A high number of subjects reported nearly always or always procrastinating on studying for examinations ( n = 52), writing a term paper ( n = 55), and reading weekly assignments ( n = 66). Also, a high number of subjects reported that such procrastination was nearly always or always a problem ( n = 60 for studying for exams, n = 46 for writing a term paper, and n = 63 for reading weekly assignments). Factor analysis of the reasons for procrastinating on writing a term paper identified two primary factors, Evaluation Anxiety and Task Aversiveness. These results are very similar to those obtained in 1984 by Solomon and Rothblum who examined procrastination among Caucasian students, suggesting that self-reported procrastination patterns are quite general among college students.
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Barinova, Oksana Gennad'evna, Andrei Aleksandrovich Korolev, and Sabina Sergeevna Lyapina. "Features of mental states and academic performance of students with a high level of academic procrastination." Психология и Психотехника, no. 1 (January 2022): 32–43. http://dx.doi.org/10.7256/2454-0722.2022.1.37586.

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Academic procrastination of students remains an actual and significant subject of research in many psychological schools, directions of both domestic and foreign authors. In this paper, an attempt is made to scientifically study the phenomenon of academic procrastination in medical students, and also presents a meaningful analysis of the mental states of students with various academic success and showing a high level of academic procrastination. One of the methodological bases of the study was the classification of procrastination types according to N. Milgram. The respondents in our study were medical students of the 1st and 6th courses in the number of 80 people. At the empirical stage, the following methods were used: "Self-assessment of mental states" by G. Eysenck; "PASS procrastination Assessment Scale" by M. V. Zvereva; methods of mathematical processing of research results (Mann-Whitney U-criterion; Kruskal-Wallis criterion; Pearson correlation analysis). В The paper reveals the frequency of the manifestation of academic procrastination and the peculiarities of mental states in medical students studying in the first and sixth years. Statistically significant differences were found between first- and sixth-year respondents in the frequency and quality of academic procrastination. In addition, the links between a high level of academic procrastination, mental states (anxiety, frustration, aggressiveness, rigidity) and the academic performance of medical students were determined. For some correlations, clinical characteristics of the mental states of highly procrastinating students are given. The novelty of the study lies in the fact that mental states are considered not only as a cause, but also as a consequence of academic procrastination of students. The results of the study may provide valuable provisions for the construction of clinical observations in order to describe the personal characteristics of students with a high level of academic procrastination. The further development of preventive measures and correctional activities for the prevention of mental states contributing to the development of tendencies to personality disorders of highly procrastinating students is promising.
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Kohli, Manu, Navita Gupta, Prabhjot Saini, and Gaurav Kohli. "Comparison of Acceptance and Commitment Therapy (ACT) and Cognitive Behavioural Therapy (CBT) for Treatment of Academic Procrastination." ECS Transactions 107, no. 1 (April 24, 2022): 3321–27. http://dx.doi.org/10.1149/10701.3321ecst.

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Mental health is an integral part of adolescent’s wellbeing. Procrastination of the academic tasks is found to be the cause of stress among the adolescents. Procrastination is an individual act of postponing or suspending the tasks until the last gasp or past the deadlines. Psychotherapies appears to be an effective treatment for academic procrastination among the adolescents. The present review compared the efficacy of ACT and CBT in reducing the academic procrastination among the adolescents. Methods: Thorough search of three databases (Pubmed, Google Scholar, and PsycINFO) from 2010-2021 was conducted using the keywords like CBT, ACT and academic procrastination. Results: Research support findings that psychological interventions both CBT and ACT are promising interventions for decreasing procrastination. ACT had better long-term effects than CBT on improving procrastinating behaviour.
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Rivanda, Sonyalita bintang. "Penerapan Konseling Kelompok Untuk Menurunkan Prokrastinasi Akademik Pada Remaja." Jurnal Pendidikan dan Kebudayaan 2, no. 1 (March 25, 2022): 1–8. http://dx.doi.org/10.55606/jurdikbud.v2i1.130.

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The academic procrastination can be defined as the procrastinating behavior of school assignment, so it can cause negative effects for individual. The negative effects of academic procrastination is the emergence of emotional not quite so well, such as feeling worried, desperate, and easily stressed. Group counseling is a dynamic interpersonal relationship between counselor and counselee focused on a joint problem-solving. The purpose of this research is can be the academic procrastination in adolescents using group counseling.This research uses quasi experimental method with pre test post test control group design and assisted by using a measuring instrument academic procrastination scale. In this research, sampling using purposive sampling.The sample of the research consisted of 16 adolescents and divided into two groups, eight teenagers to the experimental group and 8 teenagers to the control group. The results showed a significant difference in the level of the academic procrastination (Z = -3371; P 0.001 <0.05). Thus, it can be concluded that the application of group counseling can lower the academic procrastination in adolescents. Keywords: Academic Procrastination, group counseling
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Al Shehri, Abdul Rahman. "Item Analysis of Academic Procrastination Scale using Classic Test Theory and Item Response Theory among university students." Journal of Umm Al-Qura University for Educational and Psychological Sciences 14, no. 4 (December 20, 2022): 86–103. http://dx.doi.org/10.54940/ep56281476.

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Aim: The aim of the study was determine item analysis of Procrastination Scale for MclCloskey (2011) in a sample of college students who study statistics course in terms of classical test theory and Item response theory and study the difference between male and female on academic procrastination, determine the levels of academic procrastination. Methodology: The sample consisted of 156 undergraduate 76 (48.7%) and graduate 80 (50.3%) students, sex, male 89 (57.1%) and female 67 (42.9%) who enrolled in some Saudi universities (king khield, king abd- elaziz, hafr elbatan). They answered self-administered scales of Academic Procrastination Scale (APS-SF) and the steel Procrastination scale (2010). Results: A Cronbach’s alpha coefficient for academic procrastination scale was 0.945, The exploratory factor analysis shows a four factors, and Graded response two-parameter logistic model for procrastination construct showed appropriate fit with data, difficulty and discrimination indices were estimated for items of scale, the short scale of procrastination consist of 8 items in terms of item analysis criteria of classic test theory and item response theory. Conclusion: The study provided a reliable and valid short version of the Academic Procrastination scale, and it can be useful to quickly diagnosis of academic procrastinating behaviors among the universities students in KSA.
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Syahrin, Muhammad Alfi, and Zadrian Ardi. "The Contribution of Mobile Game Addiction To Student Academic Procrastination." Jurnal Aplikasi IPTEK Indonesia 4, no. 3 (August 21, 2020): 176–80. http://dx.doi.org/10.24036/4.34370.

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Procrastination is a tendency to delay the completing of a task or job. Meanwhile, academic procrastination is the behavior of procrastinating on the completion academic task. There are several characteristics of academic procrastination, one of which is doing other activities that are considered more fun, one of which is playing mobile games that can be accessed through gadgets owned by individuals. This study aims to describe mobile games addiction, academic procrastination, and examine the contribution of mobile games addiction to student’s academic procrastination. This research is a descriptive correlational study with quantitative research methods. This research sample using purposive sampling technique by taking a sample of students of MAN 1 Padang City who tended to experience addiction to mobile games with a percentage ?50%. The number of samples is this study were 101 students. Data analysis in this study used descriptive analysis with percentages and simple linear reggresion analysis. The results showed that in general the level of student mobile game addiction was in the medium category, in general the level of student academic procrastination was in the medium category, and there was a significant contribution of mobile game addiction to student academic procrastination.
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Argiropoulou, Maria I., Anastasia Κalantzi, and Joseph R. Ferrari. "Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue." Psychology: the Journal of the Hellenic Psychological Society 21, no. 2 (October 15, 2020): 149. http://dx.doi.org/10.12681/psy_hps.23273.

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Αcademic procrastination, characterized by self-regulation difficulties in delaying the start or completion of academic tasks (Ferrari, 2010), is widespread among university students. One of the most widely used measures of academic procrastination is Procrastination Assessment Scale Students (PASS, Solomon &Rotblum, 1984). However, there is adearth of research investigating its factorial structure using confirmatory factor analysis. Greek studies on academic procrastination are also scarce. The present study investigated academic procrastination among Greek university students (n = 865),as well as the factorial structure of PΑSS. Results from a CFA supported a one factor solution. Moreover, 40.5% of students were characterized as frequent procrastinators, towards reading for the exams, writing essays or attending classes. The reasons students gave for procrastinating were “fear of failure”, “task aversion”, “fear of success /peer pressure” and “lack of assertiveness/ time management skills”. No major, age, or gender differences in academic procrastination were detected. Finally, most students wished to participate in a future anti-procrastination program. Findings increase the ecological validity of current literature and could be potentially useful for counselors and researchers
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Tuckman, Bruce W. "Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines." Psychological Reports 96, no. 3_suppl (June 2005): 1015–21. http://dx.doi.org/10.2466/pr0.96.3c.1015-1021.

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This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.
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Prakoso, Erik Teguh, and Wida Reni Kristianti. "BIBLIO COUNSELING TO REDUCE THE EFFECTIVENESS OF STUDENT academic procrastination FORCE OF GUIDANCE AND COUNSELING." Satya Widya 33, no. 2 (December 21, 2017): 93–98. http://dx.doi.org/10.24246/j.sw.2017.v33.i2.p93-98.

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Academic Procrastination is a manifestation form of avoidance in a task that should be done by an individual. Procrastinator deliberately to delay the work or tasks that should be solved. Thus procrastination is delay work on an employment or assignment that is done deliberately.This study uses a quantitative approach to design Quasi Experiment patterns pretest and posttest Group.The subjects in this study is the Student Guidance and Counseling Program 2015 University Kanjuruhan Malang forces amounting to 5 students. The research instrument uses a scale of academic procrastination. Data analysis technique used is statistically using SPSS 22:00 for windows.The results showed that based on the analysis of different test Wilcoxon between pretest and posttest generate value significant (two-tailed) <0.05 is 0.043, which means the provision of treatment through counseling biblio effective to reduce the level of student academic procrastination. Based on the results of data presentation can be concluded that the study subjects experienced the difference after the treatment is done, so it can be said that the biblio effective counseling to reduce the level of academic procrastination. Keywords: Academic Procrastination, Biblio counseling
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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (June 23, 2021): 35–40. http://dx.doi.org/10.37275/icejournal.v1i2.7.

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This kind of attitude among the university students stems out of laziness and lack of prioritization in their academic endeavor. Research says that 95% of American students purposely delay beginning or completing tasks and 70% engaged in academic procrastination. It is not impossible that Filipinos are actually expert in procrastination. In other words, procrastination largely accounts for the relationship of conscientiousness to performance, and that procrastination is strongly associated with distractibility, poor organization, low achievement motivation, and an intention-action gap. If one is not conscientious in his performance he will likely engage in procrastination. Additionally, agreeableness and sensation seeking traits generated low correlations with procrastination. One possible way to decrease procrastination for tasks is to increase expectancy of success, or self- efficacy by verbal persuasion, emotional arousal, and modeling. Despite of the advances in the education nowadays, and the challenging tasks that students faced day by day to cope up with the requirements of their respective courses, they are still in the realm of seemingly taking their studies for granted that as if it’s easy or simply put, procrastinating! In connection, it sought to answer this question: Is there a relationship between procrastination to the academic performance in GEC 104 (Mathematics in the Modern World) of the 2nd year students of the College of Education at Mindanao State University-Sulu?
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Dissertations / Theses on the topic "Academic procrastination"

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Reynolds, John Paul. "Factors Affecting Academic Procrastination." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1511.

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This study sought to understand the relationships among locus of control, parenting style, academic procrastination, and financial independence with a population of undergraduate students. A sample of 61 students (39 females, 21 males, 1 other) completed measures of demographics, locus of control, parenting style, and academic procrastination. Participants were recruited within the last two weeks of the semester. Therefore, the sample probably contained a higher percentage of procrastinators than the general population. There were no significant correlations across the total sample. There was a significant positive correlation between higher scores on the Parental Authority Questionnaire authoritative scale and the Procrastination Assessment Scale Student Frequency scores for individuals who were financially dependent. There was also a significant negative correlation between the authoritarian and authoritative parenting style scores for those who were financially dependent.
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Yang, Yan. "Academic procrastination among UK PhD students." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/37613/.

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The majority of research on academic procrastination has been conducted among undergraduate students, and there is relatively little research investigating procrastination among doctoral students. PhD students are different from undergraduates: they might need a higher level of self-regulatory ability to conduct research. The aim of this thesis was to fill the research gap in the investigation of academic procrastination among PhD students in the UK. More specifically, the current investigation combined different perspectives to examine the extent to which PhD students procrastinate, explores the relationships between a variety of psychological variables, doctoral satisfaction and academic procrastination, and identifies the antecedents and influence of procrastination in relation to PhD students’ own experience. This thesis comprises three studies. Firstly, a cross-sectional study (N=285) was conducted in order to assess the relationship between doctoral satisfaction, Big Five personality traits, self-efficacy, self-esteem, anxiety, depression, and academic procrastination. In Study 2, a longitudinal research design was employed to examine the stability of the identified relationships over a 12-month period (N=79). The results indicated that doctoral satisfaction and depression had long-term influence on PhD students’ procrastinatory behaviour. In addition, conscientiousness was found to have an effect on academic procrastination only in the cross-sectional study, while openness was found to predict procrastination longitudinally. Moreover, doctoral satisfaction also had meditional effect on the relationship between personality traits, self-efficacy, anxiety, and procrastination. In Study 3, the antecedents and consequences of academic procrastination in terms of UK PhD students’ own perspectives were explored in twenty-one in-depth interviews. Data were thematically analysed and a description of the themes concerning antecedents, positive and negative consequences of procrastination, and coping strategies used to help reduce procrastination, is provided. The findings indicates that PhD students’ procrastination is a multifaceted phenomenon with cognitive, affective, and behavioul factors influencing its likelihood. Causes and effects of academic procrastination among PhD students are discussed on the basis of findings from the quantitative and qualitative studies, by considering individual differences, psychological state, and contextual factors in a new conceptual model of academic procrastination. The findings point to a range of possible procrastination-reduction interventions focused on doctoral satisfaction and psychological wellbeing. The strengths and limitations of this work are discussed.
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Binder, Kelly. "The effects of an academic procrastination treatment on student procrastination and subjective well-being." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57652.pdf.

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Haskins, Mary Susan. "Procrastination, thesis writing and Jungian personality type." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28059.

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This study sought to examine the relationship between the procrastination involved in thesis writing and Jungian personality type. A sample of 50 graduate students enrolled in the Department of Counselling Psychology at the University of British Columbia participated in the study. These individuals were classified into one of two groups: those who procrastinated while writing their thesis and those who did not. Procrastination was measured using length of time taken to complete the thesis coupled with self-report. The 50 subjects were then administered the Myers-Briggs Type Indicator which measures Jungian personality type. These two groups were then compared to determine if significant differences in personality type existed between the procrastinating and nan-procrastinating groups. Five hypotheses were tested. A t-test (two tailed) was performed using the continuous scores of the four scales of the MBTI to test the first four hypotheses to determine if a statistical difference could be found between these two groups on these dimensions. No differences were found on the first three scales (extraversion-introversion; sensation-intuition; thinking-feeling), but a significant difference was found on the judging-perceiving index (p=.008). Procrastinators tended to score toward the perceiving end of the scale while non-procrastinators scored toward the judging end of the continuum. A chi-square analysis using tire dichotomous scores of the MBTI was performed to test the fifth hypothesis which predicted that a significantly higher number of NFP types would be procrastinators than nan-procrastinators. This hypothesis was accepted (p=.0017) indicating that specific personality variables do tend to correlate with procrastination.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Fung, Man-hong, and 馮文康. "Reducing academic procrastination for junior secondary school students : the application of the temporal motivational theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209687.

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The study examined the effectiveness of a motivational package developed based on the components of the temporal motivational theory on reducing the participants’ tendency to procrastinate. Characteristics of a sample of 308 junior secondary school students (formed 14 groups) were matched and randomly assigned (in group unit) into treatment and control conditions. Through watching a video in a workshop, the treatment group learned the skills to reduce procrastination while the control group learned relaxation skills. Participants then completed an assignment in 10 school days after the intervention workshop to apply the strategies they have learnt. Results indicated that participants who received the intervention package showed significantly less behavioral procrastination than those who did not. Implications of the findings were discussed.
published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Uzun, Ozer Bilge R. "Academic Procrastination: Prevalence, Self-reported Reasons, Gender Difference And It&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606307/index.pdf.

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The purpose of the present study was mainly fourfold
1) to examine the undergraduate students&rsquo
level of academic procrastination in relation to gender
2) to investigate the undergraduate students&rsquo
prevalence of procrastination in relation to gender in six areas of academic functioning namely
writing a term paper, studying for an exam, keeping up reading weekly assignments, performing academic administrative tasks, attendance tasks, and school activities in general
3) to find out the relationship between academic procrastination score and academic achievement of undergraduate students
and 4) to reveal the self-reported reasons of academic procrastination in relation to gender. The Procrastination Assessment Scale-Students (PASS) was translated and adapted into Turkish and used as the data collection instrument. The data was gathered from 784 undergraduate students from different grades and 37 departments of Middle East Technical University. The results of the study revealed that 52% of METU students procrastinate on their academic tasks and the findings revealed that male students procrastinate more than female students. Moreover, the results of the prevalent analysis showed that the students nearly always or always engage in procrastination on the areas of studying for an exam, writing a term paper, and reading weekly reading assignments more than the other three areas namely
academic administrative tasks, attendance tasks and the tasks related to school activities in general. In addition, the results regarding the relationship between academic procrastination and academic achievement revealed a significant negative relationship between the two variables. Finally, factor analysis was conducted to find out the self-reported reasons of academic procrastination and four factors were found as excuses of students namely
fear of failure, risk taking, laziness, and rebellion against control.
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Wong, Brian Shing-chi. "Metacognitive awareness, procrastination and academic performance of university students in Hong Kong." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/27621.

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Academic performance has long been the focus of educational research. There are so many factors that can affect the results of the academic performance of a student. This study focuses on how university students in Hong Kong self-regulate their academic learning. Two factors were investigated for their self-regulation: the use of metacognitive skills and the punctuality for learning. Three hundred and fourteen students from two universities participated in this study by filling out a self-administered questionnaire, which consists of three instruments measuring metacognitive awareness, procrastination, and academic performance. The results show that ‘high metacognitive awareness’ and ‘low procrastination tendency’ are two positive elements for academic learning. For analysis purposes, the data were divided into four categories by using the mean scores of each variable: students with high level of metacognitive awareness and high level of procrastination; students with low level of metacognitive awareness and low level of procrastination; students with high level of metacognitive awareness but low level of procrastination; students with low level of metacognitive awareness but high level of procrastination. The results show that the students without any of these positive elements are significantly lower in G.P.A. than students from the other three groups; however, it is surprising to find that the students who have two positive elements do not get a higher G.P.A. than those who have only one of these positive elements.
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Birkla, Deanna. "AN EVALUATION ON VALUES AND COMMITTED ACTION BASED INTERVENTION ON ACADEMIC PROCRASTINATION." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2722.

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The purpose of the current study is to evaluate to determine whether or not two components of Acceptance and Commitment Therapy, committed actions and values, would have an impact on decreasing potential academic procrastination and increasing minutes work engagement (Hayes et al., 2001). Using a concurrent multiple baseline design, three participants recorded schoolwork activity in minutes throughout the study. The two interventions consisted of one phase where participants identified and acted in accordance with their personal values. The second intervention participants identified, created and applied S.M.A.R.T. goals to their daily lives (Muñoz-Olano & Hurtado-Parrado, 2017). Two participants had recorded an increase in minutes worked daily (Covington, 2000). Implications of these results and future research is discussed. Keywords: academic procrastination, values, S.M.A.R.T. goals, committed actions, ACT
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Petrie, Bianca. "The role of self-concept content, certainty and stability in academic procrastination." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11786.

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Academic procrastination has been associated with a variety of negative outcomes. While theorists have proposed that those with an unstable self-concept engage in procrastination due to the fear that they will be unable to meet the required standard, a systematic review conducted as part of the present study (Chapter 2) revealed that all research pertaining to the self-concept in academic procrastination has been correlational, thereby limiting the validity of such theories. As such, the present study employed an experimental design to investigate the self-concept of academic procrastinators (Chapter 3). Ninety-nine undergraduate students completed trait, symptom and academic procrastination inventories as well as measures of state-based affect and cognition, and self-concept content, certainty and stability before and after receiving feedback for a writing task. Compared to low procrastinators, high procrastinators described a self-concept characterised by a greater number of negative and procrastination-related attributes, higher levels of fear of negative evaluation, lower levels of self-concept clarity, self-efficacy and self-esteem and more severe symptoms of depression, anxiety and stress. Furthermore, both the content and certainty associated with procrastinators’ self-concept descriptions changed significantly as a result of receiving randomly allocated feedback for a writing task. While high procrastinators reported significant improvements to their self-concept after receiving a positive evaluation, low procrastinators showed a more positive self-concept which did not change after feedback. These results provide the first empirical evidence for the presence of an unstable self-concept in academic procrastinators, providing support for the aforementioned theory and emphasising the importance of addressing self-concept stability in the psychological treatment of academic procrastination. Further research may investigate mindfulness-based interventions.
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Akkaya, Esra. "Academic Procrastination Among Faculty Of Education Students: The Role Of Gender, Age, Academic Achievement, Perfectionism And Depression." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609157/index.pdf.

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The aim of the study was to investigate to what extent gender, age, academic achievement, depression and perfectionism predict academic procrastination among Faculty of Education students. The participants were 368 undergraduate students enrolled in five departments of Middle East Technical University, Faculty of Education. Data was collected by a questionnaire packet including demographic data form
Procrastination Assessment Scale-Students (PASS), Beck Depression Inventory (BDI) and Multidimensional Perfectionism Scale (MPS). The results of the multiple regression analysis for the total sample revealed that, self-oriented perfectionism, others-oriented perfectionism, academic achievement and depression were significant predictors of academic procrastination among Faculty of Education students. However age and socially prescribed perfectionism did not have any significant contribution to the prediction of academic procrastination. Predictive roles of the variables were differantiated across genders. While self-oriented perfectionism, others-oriented perfectionism, depression and academic achievement had significant predictive role on academic procrastination among females, self-oriented perfectionism was the only variable that had a significant contribution in predicting the academic procrastination of male students. Implications of the findings were discussed and some suggestions were made for further research.
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Books on the topic "Academic procrastination"

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Schouwenburg, Henri C., Clarry H. Lay, Timothy A. Pychyl, and Joseph R. Ferrari, eds. Counseling the procrastinator in academic settings. Washington: American Psychological Association, 2004. http://dx.doi.org/10.1037/10808-000.

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(Editor), Henri C. Schouwenburg, Timothy A., Ph.D. Pychyl (Editor), and Joseph R. Ferrari (Editor), eds. Counseling the Procrastinator in Academic Settings. American Psychological Association (APA), 2004.

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Redding, Shahn, and Dhiya Redding. Straight a Formula : The Intelligent Way to Achieve Academic Success: Proven Steps to Beat Procrastination, Ace Exams, Boost Memory and Get Laser Focus. Independently Published, 2017.

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Book chapters on the topic "Academic procrastination"

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Schouwenburg, Henri C. "Academic Procrastination." In Procrastination and Task Avoidance, 71–96. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-0227-6_4.

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Ferrari, Joseph R., Judith L. Johnson, and William G. McCown. "Assessment of Academic and Everyday Procrastination." In Procrastination and Task Avoidance, 47–70. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-0227-6_3.

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Li, Yike. "Academic Procrastination: Outcomes and Interventions." In Proceedings of the 2022 International Conference on Sport Science, Education and Social Development (SSESD 2022), 537–44. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-13-8_63.

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Ferrari, Joseph R., Judith L. Johnson, and William G. McCown. "Treatment of Academic Procrastination in College Students." In Procrastination and Task Avoidance, 187–210. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-0227-6_9.

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Zhou, Chao, Jianhua Qu, and Yuting Ling. "Construction of Multi-Tasks Academic Procrastination Model and Analysis of Procrastination Group Characteristics." In Artificial Intelligence in Education: Emerging Technologies, Models and Applications, 327–37. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7527-0_24.

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Bernard, Michael. "Academic Procrastination and Educational Underachievement: How REBT Works." In Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications., 395–416. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53901-6_19.

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Nedeljković, Jasmina. "The Influences of Time Perspectives on Academic Procrastination." In Time Perspective, 281–304. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-60191-9_13.

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Muramatsu, Kousuke, Hisayoshi Kunimune, and Masaaki Niimura. "An Analysis for the Causes of the Academic Procrastination Behaviour." In Knowledge-Based and Intelligent Information and Engineering Systems, 529–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23854-3_56.

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Furlan, Luis Alberto, and Thelma Cristofolini. "Interventions to Reduce Academic Procrastination: A Review of Their Theoretical Bases and Characteristics." In Handbook of Stress and Academic Anxiety, 127–47. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12737-3_9.

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Zhu, Da-Peng. "Feeling of Academic Success, Learning Adaptability and Academic Procrastination of the College Students Major in P.E." In Proceedings of the 2012 International Conference on Cybernetics and Informatics, 231–37. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3872-4_30.

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Conference papers on the topic "Academic procrastination"

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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.

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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Saplavska, Jelena, and Aleksandra Jerkunkova. "Academic procrastination and anxiety among students." In 17th International Scientific Conference Engineering for Rural Development. Latvia University of Agriculture, 2018. http://dx.doi.org/10.22616/erdev2018.17.n357.

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Kalkan, M., and A. Demir. "Academic Procrastination and Decision Making Styles." In The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.85.

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Chen, Wei-Wen. "Authoritarian Parenting, Perfectionism, and Academic Procrastination." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680186.

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Barabanshchikova, Valentina V. "Academic Procrastination In Students At Different Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.42.

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Feng, Yun, Xiaojia Huang, and Shizhu Liu. "Research on Academic Procrastination among OEC Students." In Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/meici-18.2018.168.

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Winingsih, Evi, Denok Setyawati, and Khoirul Afidah. "Analysis of Peer’s Influence on Academic Procrastination." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007049308380842.

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Kuftyak, Elena. "Procrastination, stress and academic performance in students." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0965.

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González-Geraldo, José Luis, and Fuensanta Monroy Hernández. "Development of a procrastination scale in Spanish and measurement of students’ procrastination tendencies." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9357.

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Academic procrastination (students’ tendency to postpone and/or avoid an academic task) is a widely extended phenomenon in education, especially among university students. However, there is still little research on this topic and no single validated and widely accepted instrument to measure procrastination levels at university level in Spain has been developed yet. This study aimed to cover this gap and develop a procrastionation scale adapted from two existing instruments and to measure the procrastination tendencies of a sample of 529 students from two different universities. The results showed that the Escala de Procrastinación Académica en español (EPAE) has excellent reliability (a = .929). In addition, over 17% of the sample reported high procrastination levels. Although further research is needed, this preliminary study sheds light on this topic and contributes to the development of a measurement instrument that may be used to monitor student learning and identify, among other issues, students at risk of dropout
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Naturil-Alfonso, Carmen, David Sánchez Peñaranda, Jose Salvador Vicente, and Francisco Marco-Jiménez. "Procrastination: the poor time management among university students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8167.

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Academic procrastination is a fact related to the delay or postpone of academic work until last minute. This phenomenon is evident in a vast majority of university students, and its occurrence is increasing. In order to analyse possible causes and/or solutions, we studied if longer time for accomplishing an assignment incentives or avoids procrastination among university students. Results showed that both short and long time-frame groups tended to procrastinate in the same way. Additionally, academic grades did not revealed differences between groups, as the procrastination was the same between groups. Thus, this study shows that even with longer period of time to accomplish a task, university students tend to procrastinate, and thus seem to have a negative effect on their assignment grades. Therefore, it seems a current problem and measures should be developed in order to solve it.
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