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1
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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Anuddin, Fermina Omar. "Academic Performance and Procrastination: The Case of Education Students in MSU-Sulu." Indonesian Community Empowerment Journal 1, no. 2 (September 17, 2021): 23–28. http://dx.doi.org/10.37275/icejournal.v1i2.6.
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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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Muhammad, Aldi Aulia, Siti Fatimah, and Tuti Alawiyah. "PENERAPAN BIMBINGAN KELOMPOK SECARA DARING MELALUI TEKNIK SELF MANAGEMENT UNTUK PROKRASTINASI AKADEMIK SISWA SMA KELAS XII." FOKUS (Kajian Bimbingan & Konseling dalam Pendidikan) 5, no. 6 (November 28, 2022): 458. http://dx.doi.org/10.22460/fokus.v5i6.9264.
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For students who have problems regarding academic procrastination at school, this service is very appropriate, because the problems they experience are related to a sense of laziness in procrastinating assignments on the series. The purpose of this study was to determine the implementation, responses, constraints, and difficulties in implementing group guidance services for students who have problems regarding academic procrastination. The approach used in this study is descriptive qualitative using the phenomenological method, in this study the data collection techniques used were observation, interviews, and documentation. The results showed that group guidance services using self-management techniques for students who experienced academic procrastination carried out in groups were effective because they provided information about the importance of changing student behavior in lazy learning which caused task delays to become better, after carrying out group guidance services students were more can be active, can adjust the time in doing tasks, and have good self-controlKeywords: Academic procrastination, group guidance services
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Westgate, Erin C., Stephanie V. Wormington, Kathryn C. Oleson, and Kristen P. Lindgren. "Productive procrastination: academic procrastination style predicts academic and alcohol outcomes." Journal of Applied Social Psychology 47, no. 3 (November 21, 2016): 124–35. http://dx.doi.org/10.1111/jasp.12417.
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Rusdana, Nita Laila, Siti Fitriana, and Mujiono Mujiono. "ANALISIS DESKRIPTIF TINGKAT PERILAKU PROKRASTINASI AKADEMIK SISWA KELAS X MIPA." Empati-Jurnal Bimbingan dan Konseling 9, no. 1 (April 1, 2022): 36–43. http://dx.doi.org/10.26877/empati.v9i1.9994.
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Abstract. Academic procrastination behavior is the behavior of procrastinating to do academic tasks that is done intentionally and repeatedly. Academic procrastination behavior can also adversely affect student achievement. This study aims to determine the level of academic procrastination behavior of class X Mipa students at SMAN 1 Bae Kudus. This type of research is quantitative research with a descriptive approach. The population in this study consisted of 250 students and the samples taken were 214 students. Data analysis in this study was obtained through a student academic procrastination questionnaire consisting of 35 closed statement items with 4 alternative answers. The results obtained in this study indicate that the level of academic procrastination behavior of class X Mipa students at SMAN 1 Bae Kudus is "low" with an average of 74.39.Keywords: Academic Behavior Level Procrastination Abstrak. Perilaku prokrastinasi akademik merupakan perilaku menunda-nunda untuk mengerjakan tugas akademik yang dilakukan secara sengaja dan berulang-ulang. Perilaku prokrastinasi akademik juga dapat berpengaruh buruk terhadap prestasi siswa. Penelitian ini bertujuan untuk mengetahui tingkat perilaku prokrastinasi akademik siswa kelas X Mipa SMAN 1 Bae Kudus. Jenis penelitian ini adalah penelitian kuantitatif dengan pendekatan deskriptif. Populasi dalam penelitian ini terdiri dari 250 siswa dan sampel yang diambil yaitu sebanyak 214 siswa. Analisis data dalam penelitian ini diperoleh melalui kuesioner prokrastinasi akademik siswa yang terdiri dari 35 butir pernyataan tertutup dengan 4 alternatif jawaban. Hasil yang diperoleh dalam penelitian ini menunjukkan bahwa tingkat perilaku prokrastinasi akademik siswa kelas X Mipa SMAN 1 Bae Kudus adalah “rendah” dengan rata-rata 74,39.Kata kunci: Akademik Perilaku Prokrastinasi Tingkat
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Qian, Lu, and Zhao Fuqiang. "ACADEMIC STRESS, ACADEMIC PROCRASTINATION AND ACADEMICPERFORMANCE: A MODERATED DUAL-MEDIATION MODEL." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 9, no. 2 (June 30, 2018): 38. http://dx.doi.org/10.24212/2179-3565.2018v9i2p38-46.
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In this study, we investigated the mediating effects of active procrastination and passive procrastination on the relationship between academic stress and academic performance. In addition, we proposed the moderating effect of academic self-efficacy on the relationship between academic stress and academic procrastination. According to the study, the influence of academic stress on academic performance is mediated by academic procrastination. When individuals perceive the academic stress, they will have better performance if they take active procrastinate while passive procrastination can produce poor performance. Moreover, when individuals have high self-efficacy, it will promote our active procrastination. That is to say, when the individual is aware of the academic stress, it is necessary to believe in their own ability and take active action, which will create good results.
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Santos, John Paul E., Joseph A. Villarama, Joseph P. Adsuara, Jordan F. Gundran, Aileen G. De Guzman, and Evelyn M. Ben. "Students’ Time Management, Academic Procrastination, and Performance during Online Science and Mathematics Classes." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 142–61. http://dx.doi.org/10.26803/ijlter.21.12.8.
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COVID-19 affected all sectors, including academia, which resulted in an increase in online learning. While education continued through online platforms, various students-related problems arose, including improper time management, procrastination, and fluctuating academic performance. It is in this context that this quantitative study was carried out to determine how time management and procrastination affected students’ performance in science and mathematics during the pandemic. We surveyed 650 Filipino high school students using the Procrastination Assessment Scale-Students and Wayne State University’s Time Management questionnaire with a 0.93 reliability coefficient. The findings revealed that in science and mathematics, female students outperformed males. Eleven 12-year-olds had the highest mean grades in science and mathematics, while 15 16-year-olds had the lowest. Younger respondents (11-14) were more likely to have better time management in than older ones. Further, older respondents (15-18) procrastinate more than younger ones. Time management correlates positively with success in science and mathematics. Achievement in science and mathematics is the highest among students with good time management. Procrastination negatively affects achievement. High school students who procrastinated less fare better in mathematics. With this, the study opens possibilities for teaching older learners in time management to boost their performance. Students across ages should be urged to avoid procrastinating as it negatively affects academic performance. As reinforcement, schools may educate learners on time management and procrastination avoidance through orientations and other platforms.
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Nurjan, Syarifan. "ANALISIS TEORITIK PROKRASTINASI AKADEMIK MAHASISWA." Muaddib : Studi Kependidikan dan Keislaman 1, no. 1 (April 20, 2020): 61. http://dx.doi.org/10.24269/muaddib.v1i1.2586.
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Academic procrastination is the behavior of students who delay in completing academic assignments that have a bad effect with the tasks are increasingly piled up and abandoned, do not pay attention to deadlines of tasks that should be completed which have an impact on students' psychic and psychological. Academic procrastination is basically influenced by 2 factors: internal factors are related to individual disposition and external factors in the form of outside factors that come from psychosocial and environmental aspects.Theoretical analysis of student academic procrastination with an understanding of the understanding of academic procrastination, history of procrastination, characteristics of academic procrastination, factors of academic procrastination, measurement of academic procrastination, and academic procrastination of an Islamic perspective. A comprehensive understanding of academic procrastination will reduce the failure of students to carry out academic assignments and achieve outstanding academic achievement.
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dian, Her, and Safinatun Nazah Zamal. "IS ACADEMIC DISHONESTY RELATED TO ACADEMIC PROCRASTINATION IN STUDENT COLLEGE?" EDUCATION, SUSTAINABILITY & SOCIETY 4, no. 2 (January 4, 2021): 62–65. http://dx.doi.org/10.26480/ess.02.2021.62.65.
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This study aims to determine the effect of academic procrastination on academic dishonesty in teaching and education faculties students in Indonesia. Respondents in this study were 260 students (N=260). The data collection method used the procrastination assessment scales-student (α = 0.88) and dishonesty academic scale (α = 0.93). Data analysis in this quantitative study uses Simple Linear Regression. The results of the analysis show that academic dishonesty affects student procrastination. F value = 53.078 with a significant level of 0.000 <0.05, it can be said that H0 is rejected and Ha is accepted, so that it can be said that H0 is rejected and Ha is accepted. From the output of Rsquare = 0.175, this value means that the effect of academic procrastination (x) on academic dishonesty (y) is 17.5%. In comparison, 82.5% of academic dishonesty is influenced by other variables that do not positively impact increasing academic procrastination carried out by a student. It will affect the increase in academic dishonesty in the student. So it can be said that there is a positive and significant influence between academic procrastination and academic dishonesty on students of the faculty of teaching and educational sciences at University X Purwokerto.
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Arwina, Ayu, Risydah Fadilah, and Abdul Murad. "Hubungan Regulasi Diri dan Stres Akademik dengan Prokrastinasi Akademik pada Mahasiswa Fakultas Psikologi Universitas Medan Area." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 4 (May 1, 2022): 1981–91. http://dx.doi.org/10.34007/jehss.v4i4.988.
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The purpose of this study is to examine the correlation between self regulatiom and academic stress with academic procrastination of College Students Faculty of Psychology batch 2015 and 206, Medan Area University. The approach used in this study is a quantitative approach. The samples technique in this study was an accidental sampling. In this study, the researcher used three scale measuring as the instrument type. The scale used to measure the academic procrastination, self regulation and academic stress scale. The data analysis techniques used in this study is a multiple regression analysis. Based on the analysis of data the results show that: (i). There is a negative significant relationship between self regulation with academic procrastination which was seen from R= -0496 and R2=0,246 where p < 0.05. (ii). There is a negative significant relationship between academic stress with academic procrastination which is seen from R= -0,452 and R2=0,204 where p < 0.050. (iii). There is a significant relationship between self regulation and academic stress with academic procrastination which is seen from coefficient value of R2=0,268. It means that there was a significant correlation self regulation and stress academi with academic procrastination college students Faculty of Psychology batch 2015 and 2016, Medan Area University.
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Abidi, Syed Muhammad Raza, Wu Zhang, Saqib Ali Haidery, Sanam Shahla Rizvi, Rabia Riaz, Hu Ding, and Se Jin Kwon. "Educational Sustainability through Big Data Assimilation to Quantify Academic Procrastination Using Ensemble Classifiers." Sustainability 12, no. 15 (July 28, 2020): 6074. http://dx.doi.org/10.3390/su12156074.
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Ubiquitous online learning is continuing to expand, and the factors affecting success and educational sustainability need to be quantified. Procrastination is one of the compelling characteristics that students observe as a failure to achieve the weaker outcomes. Past studies have mainly assessed the behaviors of procrastination by describing explanatory work. Throughout this research, we concentrate on predictive measures to identify and forecast procrastinator students by using ensemble machine learning models (i.e., Logistic Regression, Decision Tree, Gradient Boosting, and Forest). Our results indicate that the Gradient Boosting autotuned is a predictive champion model of high precision compared to the other default and hyper-parameterized tuned models in the pipeline. The accuracy we enumerated for the VALIDATION partition dataset is 91.77 percent, based on the Kolmogorov–Smirnov statistics. Additionally, our model allows teachers to monitor each procrastinator student who interacts with the web-based e-learning platform and take corrective action on the next day of the class. The earlier prediction of such procrastination behaviors would assist teachers in classifying students before completing the task, homework, or mastery of a skill, which is useful and a path to developing a sustainable atmosphere for education or education for sustainable development.
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Dami, Zummy Anselmus, Sance Mariana Tameon, and Jeheskial Saudale. "The Predictive Role of Academic Hope in Academic Procrastination Among Students: a Mixed Methods Study." Pedagogika 137, no. 1 (June 4, 2020): 208–29. http://dx.doi.org/10.15823/p.2020.137.12.
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The aim of the current study was to investigate the correlation of academic hope with academic procrastination; to determine the differences in the academic procrastination of both men and women; to understand why students conduct academic procrastination; and to know the academic hope of students. The study uses a mixed-method research design. The results showed that academic hope has a positive and significant correlation with academic procrastination; there is no significant difference between male and female students in any scale of academic hope and academic procrastination; the reason students conduct procrastination is “I generally delay before starting on work I have to do”; and the academic hope students are unique because it relates to God and parents.
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Alaya, M. Ben, U. Ouali, S. Ben Youssef, A. Aissa, and F. Nacef. "Academic procrastination in university students: Associated factors and impact on academic performance." European Psychiatry 64, S1 (April 2021): S759—S760. http://dx.doi.org/10.1192/j.eurpsy.2021.2013.
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IntroductionAcademic procrastination is a specific sub-type of procrastination, assessing the tendency to delay academic tasks in connection with the preparation of courses or exams.ObjectivesTo determine the impact of academic procrastination on studies and academic performances and identify associated factors.MethodsWe conducted a cross-sectional descriptive study in students from three different universities: a medical school, a law school and an engineering school. Socio-demographic, clinical and academic data were collected. Procrastination was assessed using the Academic Procrastination Scale. We further administered the Short Version of the impulsive behaviour scale, the Satisfaction with Life Scale, the Perfectionism scale, and the one item Self-esteem Scale.ResultsOur sample consisted of 1019 students. The mean age was 22 ± 2.25 years, and 62% were females. About one third of study participants used tobacco or alcohol, and 10% used drugs (cannabis or others). We found a significant positive correlation between procrastination and academic failure (r=0.22 p= 0.00) and a negative correlation with academic success (r= -0.27 p=0.00). Multivariate regression analysis showed the following risk factors for academic procrastination: alcohol consumption (ORa= 1.74 [1.14; 2.67]), study field (with reference to medicine: law ORa= 1.50 [1.02; 2.19], engineering studies ORa= 2.01 [1.34; 3.02]), and impulsivity (ORa= 2.11 [1.55; 2.86]).ConclusionsAcademic procrastination has a negative impact on academic achievement and performance. This impact appears to differ depending on the field of study. It also seems closely related to impulsiveness and alcohol use. Our findings might contribute to find new ways of helping students to improve academic performance.DisclosureNo significant relationships.
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Krásna, Slávka, Silvia Barnová, Zuzana Geršicová, and Gabriela Gabrhelová. "LEVEL OF UNIVERSITY STUDIES AS A FACTOR RELATED TO ACADEMIC PROCRASTINATION IN TEACHER TRAINEES IN THE SLOVAK REPUBLIC." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 218–22. http://dx.doi.org/10.12955/pss.v2.224.
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Procrastination represents a significant chronic tendency of individuals to delay tasks manifested in various fields of human activities, including their academic life. Even though the results of available research show that almost every student is a procrastinator, in Slovak research, not much attention has been paid to this phenomenon. In the presented paper, the authors deal with the topical issues of academic procrastination in university students enrolled in bachelors and masters teacher training programmes and present the partial results of an original research study in the discussed field according to the variable of the level of university studies. The sample consisted of 748 respondents from the above specific target group and is evenly distributed. For the purposes of the research, an author-constructed questionnaire was used. The results indicate that teacher trainees in master programmes miss deadlines more frequently and they tend to procrastinate in relation to their academic tasks more than their colleagues in bachelor programmes. The presented research brings unique data from the Slovak academic environment and has implications for further research in the field of academic procrastination.
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Wasim, Aqsa, Muhammad Adeeb, and Mubeen Mateen. "Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth." Journal of Professional & Applied Psychology 2, no. 1 (July 15, 2021): 43–52. http://dx.doi.org/10.52053/jpap.v2i1.35.
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The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, & Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.
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Dzakiah, Shofa, and Pratiwi Widyasari. "Regulasi diri sebagai mediator interaksi mindfulness dan prokrastinasi akademik." Persona:Jurnal Psikologi Indonesia 10, no. 1 (June 30, 2021): 48–62. http://dx.doi.org/10.30996/persona.v10i1.4129.
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AbstractAcademic procrastination in college students is a common phenomenon, although procrastination’s negative impacts were well known. This study aimed to examine the role of self-regulation in mediating the correlation between mindfulness and academic procrastination. Data were collected by distributing online questionnaires to college students from various universities in Indonesia (n = 305). The sampling technique used was convenience sampling. Instruments used in the research were the Mindfulness Attention and Awareness Scale, the Short form of Self-regulation Questionnaire, and the Academic Procrastination Scale. The regression and mediation analyses were held. Results showed that self-regulation partially mediated the correlation between mindfulness and academic procrastination. Increasing in dispositional mindfulness helps college students regulate themselves, thereby reducing the tendency to procrastinate. The implications and limitations of the study and suggestions for further research are discussed.Keywords: academic procrastination; college students; mindfulness; self-regulation.AbstrakProkrastinasi akademik pada mahasiswa merupakan fenomena yang umum terjadi, meskipun dampak negatif prokrastinasi telah banyak diketahui. Penelitian ini bertujuan menguji peran regulasi diri dalam memediasi hubungan antara mindfulness dan prokrastinasi akademik. Pengambilan data dilakukan melalui penyebaran kuesioner secara daring kepada mahasiswa di berbagai perguruan tinggi di Indonesia (n=305). Teknik sampling yang digunakan adalah convenience sampling. Penelitian ini menggunakan alat ukur Mindfulness Attention and Awareness Scale, Short Self-Regulation Questionnaire, dan Academic Procrastination Scale. Hasil uji regresi dan uji mediasi menunjukkan regulasi diri memediasi korelasi antara mindfulness dan prokrastinasi akademik secara parsial. Peningkatan kondisi kesadaran pada mindfulness membantu mahasiswa meregulasi dirinya, sehingga mengurangi kecenderungan untuk melakukan prokrastinasi akademik. Implikasi dan keterbatasan penelitian serta saran untuk penelitian selanjutnya didiskusikan.Kata kunci: mahasiswa; mindfulness; prokrastinasi akademik; regulasi diri.
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Goher, Farzeel, Dil Angaiz, and Muqadissa Batool. "EXPLORING THE RELATIONSHIP BETWEEN ACADEMIC PROCRASTINATION, ACADEMIC STRESS AND ACADEMIC PERFORMANCE OF STUDENTS STUDYING IN BS (HONS.) FINAL SEMESTER AT A PUBLIC UNIVERSITY IN GILGIT-CITY." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 383–92. http://dx.doi.org/10.52567/pjsr.v4i04.822.
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Academic procrastination and academic stress leaves decisive impact on the productivity and academic output of students. The aim of this study was to investigate the relationship between academic procrastination, academic stress and academic performance of students at university level in the context of Gilgit-Baltistan. By using stratified random sampling technique, 299 BS (Hons.) final year students were surveyed. Results indicated strong positive correlation between student’s level of stress and procrastination (r=.654**, p= .000). Results further indicated that students' final score has a moderate negative correlation with student’s level of procrastination (r = -.30, p= .000) and a weak negative correlation with students' level of stress (r= -.26, p=.000). These results reveal that increase in stress causes increases in procrastination among students and vice versa. Furthermore, increase in academic stress and procrastination among students decrease their academic performance (student’s final score). Future researchers can replicate this research study in the initial semesters, so the findings of the study would help the university management to gear their programs towards remedial strategies for reducing stress and procrastination in students. Keywords: Academic procrastination, Academic stress, Academic performance, Correlation, Procrastination
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Lubis, Indah Sari Liza. "Hubungan Regulasi Diri dalam Belajar dan Efikasi Diri dengan Prokrastinasi Akademik Mahasiswa." JURNAL DIVERSITA 4, no. 2 (December 29, 2018): 90. http://dx.doi.org/10.31289/diversita.v4i2.1884.
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This study aims to determine: (1) the relationship between self regulated learning and student academic procrastination; (2) the relationship of self efficacy with student academic procrastination; (3) the relationship between self regulated learning and self efficacy with student academic procrastination. The hypothesis proposed is a negative relationship between self regulated learning and self efficacy with student academic procrastination, assuming the higher self regulated learning and self efficacy, the lower the student academic procrastination. Conversely, the lower the self regulated learning and self efficacy, the higher the student's academic procrastination. The number of samples is 61 people. The sampling technique uses saturated sample techniques. The data collection techniq uses questionnaire. The research method used is quantitative methods. The results of the study conclude that: (1) there is a negative relationship between self regulated learning and student academic procrastination; (2) there is a negative relationship between self efficacy and student academic procrastination; (3) there is a negative relationship between self regulated learning and self efficacy with student academic procrastination.
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Amin, Grace. "ACADEMIC PROCRASTINATION OF COLLEGE STUDENTS." Jurnal Muara Ilmu Ekonomi dan Bisnis 3, no. 2 (October 30, 2019): 431. http://dx.doi.org/10.24912/jmieb.v3i2.7346.
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Penundaan atau prokastinasi dapat diartikan sebagai kecenderungan menunda pengerjaan atau penyelesaian suatu tugas atau aktifitas. Ada banyak factor yang empengaruhi penundaan akademik seperti kecanduan internet, self – efficacy, manajemen waktu, motivasi dan stress. Salah satu dampak dari penundaan akademik adalah hasil akademik. Tujuan dari penelitian ini adalah untuk menganalisa factor yang mempengaruhi academic procrastination diantara mahasiswa di wilayah Cikarang – Bekasi. Peneliti menganalisa data yang didapatkan dari hasil 139 mahasiswa yang telah mengisi kuesioner menggunakan metode analisis jalur – PLS. Sampel yang digunakan dalam penelitian ini adalah mahasiswa angkatan 2016 – 2019. Hasil dari penelitian ini menunjukkan bahwa sebagian besar hipotesis yang diajukan diterima. Beberapa hipotesis menyatakan bahwa kecanduan internet tidak memiliki dampak yang signifikan terhadap manajemen waktu, kecanduan internet tidak memiliki dampak yang signifikan terhadap academic procrastination melalui manajemen waktu, motivasi tidak memiliki dampak yang signifikan terhadap academic procrastination, Stress tidak memiliki dampak yang signifikan terhadap manajemen waktu dan stress tidak memiliki dampak signifikan terhadap academic procrastination melalui manajemen waktu. Procrastination refers to intentionally delay in the beginning or completion of due tasks or activities. There are many factors influencing academic procrastination, such as internet addiction, self – efficacy, time management, motivation and stress. One of the impacts of academic procrastination is academic performance. The purpose of this research is to analyze factors influence procrastination among college students in Cikarang – Bekasi. Researcher analyzed data that gathered from 139 students filled the questionnaire, using path analysis – PLS. Sample in this research were college students batch 2016 – 2019. The result of this research show that most of proposed hypotheses in the model were accepted. Some hypotheses stated that Internet Addiction has no significant effect on time management, Internet Adiction has no significant indirect effect on academic procrastination through time management, Motivation has no significant effect on academic procrastination, Stress has no significant effect on time management and stress has no significant effect on academic procrastination through time management.
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Jarum, Jarum, and Dinda Ayudiari. "EFL learners’ Procrastination in Completing Academic Writing Tasks: The Factors and Its Possible Effects." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 2 (December 28, 2022): 1408–25. http://dx.doi.org/10.24256/ideas.v10i2.3158.
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Recently, procrastination has become one of the crucial problems for many students. This can affect the learning outcomes. Responding to that issue, this study was conducted to investigate procrastinating behavior encountered by the English Department students during their Academic Writing task completion. It investigates (1) the factors contributing to students’ procrastination in completing their tasks, and (2) the effects of students' procrastination on their achievement. Qualitative research design was applied. Thirty EFL learners of English Language Education Department in one of Indonesian private university participated in this research. To collect the data, questionnaire was used in the form of closed-ended and open-ended questions. From the collected data, it was found out that the students' procrastination was influenced by two major factors; internal and external. The internal factors include perfectionism, self-regulation failure, low self-efficacy, sensation seeking, lack of motivation and laziness. Meanwhile, the external factors include family background, social environment, task characteristic, distraction, another task completion, and device. In addition, procrastination has caused several effects for the students; they are health issues, decreasing productivity, losing opportunities, self-regret, losing self-confidence and a fear of getting a low score. The pedagogical implications of the research findings are further elaborated and recommendations for future work are highlighted as well.
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Oktaria, Dwita, Sharlene Sabrina Azzahra, and Dian Isti Angraini. "THE RELATIONSHIP OF ACADEMIC PROCRASTINATION AND ACADEMIC DISHONESTY IN UNDERGRADUATE MEDICAL STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 3 (November 24, 2021): 207. http://dx.doi.org/10.22146/jpki.63137.
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Background: The act of academic dishonesty is a dishonest act taken by students in completing assignments and examinations which include several attempts such as cheating and plagiarism. Studies show that 20% of students begin cheating behavior from the first year of college. One of the patterns of behavior related to academic dishonesty is procrastination. Academic procrastination is a form of behavior when someone delays starting a job or completing it.Aims: This study aims to illustrate academic procrastination, academic dishonesty, and the relationship between procrastination habits and academic dishonesty among undergraduate medical students at Faculty of Medicine, Universitas Lampung.Methods: This study is an observational analytic study using a cross-sectional design. The research respondents were 120 undergraduate medical students from Faculty of Medicine Universitas Lampung. The sampling method used proportionate stratified random sampling. Data were collected using the Procrastination Assessment Scale-Students questionnaire and the Academic Practices Survey.Results: The results of this study are processed using computer software and Gamma testing method. Obtained r = 0.464 and p = 0.428 (p>0.05).Conclusion: There is no relationship between the academic procrastination habits and academic dishonesty in undergraduate medical students at Faculty of Medicine, Universitas Lampung.
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Nitami, Mayrika, Daharnis Daharnis, and Yusri Yusri. "Hubungan Motivasi Belajar dengan Prokrastinasi Akademik Siswa." Konselor 4, no. 1 (March 3, 2015): 1. http://dx.doi.org/10.24036/02015416449-0-00.
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Academic procrastination is a bad behavior because it obstructs the students to achieve the goal of learning. Procrastination is affected by some factors, one of them is learning motivation. Students attract to do their homework, although they do it at school, late report and disturb their friend in learning. All of that are characteristics of academic procrastination. The research purposes are to describe student learning motivation, academic procrastination, and the correlation of learning motivation and academic procrastination of student at SMP N 25 Padang. This research is a descriptive correlational. The population are 482 students of class VII and class VIII SMP N 25 Padang. The samples are 233 students who gained by proportional random sampling. The instrument is learning motivation questionnare and academic procrastination questionnare. The data is analyzed by descriptive statistic method and pearson product moment correlation.The results show that 1) student’s learning motivation is categorized high, 2) student’s academic procrastination is categorized medium, 3) there is negative correlation between learning motivation with academic procrastination of students. The coefficient correlation is r -0,636 with significant 0,000. The higher motivation that the students have the lower their academic procrastination. Therefore students learning motivation can prevent academic procrastination. Guidance and counseling teachers have to help increase their learning motivation and solve their academic procrastination by guidance and counseling services.
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Oram, Rylee, and Maria Rogers. "Academic Procrastination in Undergraduate Students: Understanding the Role of Basic Psychological Need Satisfaction and Frustration and Academic Motivation." Canadian Journal of Education/Revue canadienne de l'éducation 45, no. 3 (October 16, 2022): 619–45. http://dx.doi.org/10.53967/cje-rce.v45i3.5293.
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Procrastination is particularly prevalent in the post-secondary student population, with prevalence rates ranging between 70–95%. Students have consistently cited motivation, or a lack thereof, as one of the main sources of their procrastination. One of the most prominent theories explaining motivation is self-determination theory (SDT). Despite the direct links between motivation and procrastination, procrastination has been scarcely examined through the lens of SDT. The current study examined the relationship between basic psychological need (BPN), satisfaction and frustration, academic motivation, and academic procrastination. A sample of 617 undergraduate students completed an online questionnaire about their university experience. Data were analyzed using mediational structural equation models. Results suggested that academic motivation significantly mediated the relationship between BPN satisfaction and procrastination, but not the relationship between BPN frustration and procrastination. These results demonstrate the importance of satisfying the BPN of undergraduate students, as it may increase their academic motivation and, subsequently, reduce their procrastination.
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Petrova, Elena. "PROCRASTINATION IN ACADEMIC LEARNING." VESTNIK UNIVERSITETA, no. 4 (2018): 156–58. http://dx.doi.org/10.26425/1816-4277-2018-4-156-158.
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N, Dyla Fajhriani. "ACADEMIC PROCRASTINATION OF STUDENTS." Abjadia 5, no. 2 (December 31, 2020): 132–41. http://dx.doi.org/10.18860/abj.v5i2.9458.
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The process of college education differs from educational institutions in secondary schools or primary schools because the subject matter given to students is broader than the subject matter provided at secondary schools or elementary schools. students must also learn to prepare themselves not only to do their work but also in facing exams. Students often procrastinate on assignments given by lecturers for a period of a week. Most students will do their work when the allotted time is getting closer. The actual tasks can be completed faster than the deadline it is not done immediately because they feel that if done faster or with the Overnight Speeding System "SKS" will not affect the results of the assessment. Lecturers will not give rewards for tasks that are completed faster. So that other activities or jobs that are less important (watching television or cinema, hanging out, playing games with peers) actually take precedence because it gives more self satisfaction. This study aims to determine the academic procrastination of students in doing assignments. The research used is quantitative research using survey methods of 40 students. The results of research conducted by researchers found that the level of academic procrastination of Islamic Guidance Counseling Department students is low.
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Day, Victor, David Mensink, and Michael O'Sullivan. "Patterns of Academic Procrastination." Journal of College Reading and Learning 30, no. 2 (March 2000): 120–34. http://dx.doi.org/10.1080/10790195.2000.10850090.
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Jadidi, Fatemeh, Shahram Mohammadkhani, and Komeil Zahedi Tajrishi. "Perfectionism and Academic Procrastination." Procedia - Social and Behavioral Sciences 30 (2011): 534–37. http://dx.doi.org/10.1016/j.sbspro.2011.10.104.
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Milgram, Norman A., Gila Batori, and Doron Mowrer. "Correlates of academic procrastination." Journal of School Psychology 31, no. 4 (December 1993): 487–500. http://dx.doi.org/10.1016/0022-4405(93)90033-f.
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Roshanisefat, Sarvenaz, Seyyed Mohsen Azizi, and Alireza Khatony. "Investigating the Relationship of Test Anxiety and Time Management with Academic Procrastination in Students of Health Professions." Education Research International 2021 (September 30, 2021): 1–6. http://dx.doi.org/10.1155/2021/1378774.
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Academic procrastination is a harmful phenomenon among students and has many negative consequences. The present study aimed to investigate the relationship of test anxiety and time management with academic procrastination in students of health professions. The population of this correlational study consisted of 281 Iranian students of health professions. The Tuckman Procrastination Scale, Time Management Scale, and Sarason’s Test Anxiety Scale were used to measure the variables. Pearson’s correlation and multivariate regression tests were also performed. The mean score of students’ academic procrastination was higher than the average level. A significantly negative correlation was found between time management and academic procrastination (r = −0.487, P ≤ 0.01). Additionally, there was a significantly positive correlation between test anxiety and academic procrastination (r = 0.443, P ≤ 0.01). The linear regression model indicated that independent predictors including time management and test anxiety accounted for 32.6% of the variation in academic procrastination (R2 = 32.6%). The findings of this study indicated that test anxiety and time management were associated with academic procrastination. Therefore, purposeful educational and psychological interventions are required to reduce academic procrastination in students.
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González-Brignardello, Marcela Paz, and Ángeles Sánchez-Elvira Paniagua. "Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale." International Journal of Environmental Research and Public Health 20, no. 4 (February 11, 2023): 3201. http://dx.doi.org/10.3390/ijerph20043201.
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Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.
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Babby Hasmayni. "The Difference of Academic Procrastination between Students Who Are Active and Not Active in Organizations Student Activity Units in the Faculty of Psychology, University of Medan Area." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 411–21. http://dx.doi.org/10.33258/biolae.v2i1.212.
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This study aims to determine the differences in academic procrastination between active and non-active students in student organizations in the Faculty of Psychology, University of Medan Area. The scale of academic procrastination in this study is based on the characteristics of academic procrastination according to Ferrari, Johnson, and McCown. The results shows that There is no difference in academic procrastination between students who are active and not active in participating the organizational activities by looking at the value or coefficient of difference in anava F = 0.200 with P> 0.05. There is significant differences in academic procrastination between male and female students. These results are known by looking at the value or coefficient of difference in anava F = 14.137 with P <0.010. Calculation results from the comparison of empirical mean and hypothetical mean of academic procrastination (112.5 <149.2368), where the empirical mean of academic procrastination is greater than the hypothetical mean, it can be stated that the academic procrastination of students is high.
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Birol, Zehra Nesrin, and Yurdagül Günal. "A study on the relationship between the behaviour of the academic procrastination of the psychological counseling and guidance students and their goal orientations and self-esteem." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (March 18, 2019): 435–50. http://dx.doi.org/10.14527/pegegog.2019.014.
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The academic procrastination is one of the reasons that university students experience problems in both their educational life and academic. The behavior of delaying academics has effects reaching from the completion of homework to preparation for exams. This therefore can present itself in the student’s life as a resentment towards both educators and education. The basic goal of this study is to examine the relation between academic procrastination of the Psychological Counseling and Guidance students and achievement goal and their self-esteem. Besides this basis, another purpose of this study is to find out whether a difference occurs in academic procrastination of the Psychological Counseling and Guidance Departments students when their class level, gender, and success are taken into consideration. Survey method was used in the study as a data collection tool. The participants in this study were 426 students who were attending to Psychological Counseling Department. The data were also collected using the Academic Procrastination Scale, 2x2 Goal Orientations Scale, Rosenberg Self-Esteem Scale, and the Information Form prepared by the researcher. The findings showed that there was a significant relation between academic procrastination of the Psychological Counseling and Guidance students and their self-esteem. According to the results a medium-level, negative and significant correlation was also found between academic procrastination behaviour of the Psychological Counseling and Guidance students and their learning approach.
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Yurtseven, Nihal, and Selçuk Doğan. "Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students." Pegem Eğitim ve Öğretim Dergisi 9, no. 3 (June 21, 2019): 849–76. http://dx.doi.org/10.14527/pegegog.2019.027.
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Academic procrastination has been one of the major problems among students from different levels of education, specifically for college students. The purpose of this study is to examine the effect of problem solving skill, a kind of cognitive skill, as well as academic motivation on academic procrastination behaviors of university students. In this explanatory correlational research study, 509 college students who enrolled in an extensive English language program at a public university in Turkey were included. As data collection tools, Tuckman procrastination scale, academic motivation scale and problem solving skill inventory were used. After testing our proposed theory through Structural Equation Modelling (SEM), we found that problem solving skill had a strong effect on academic procrastination. We provided evidence showing that academic procrastination was a function of problem solving skill and academic motivation, rather than driven by intrinsic or extrinsic motivation. The current study emphasizes that academic procrastination behavior is related to the problem solving skill and presents a different perspective that should be taken into consideration in dealing with academic procrastination behaviors.
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Sagita, Dony Darma, Daharnis Daharnis, and Syahniar Syahniar. "HUBUNGAN SELF EFFICACY, MOTIVASI BERPRESTASI, PROKRASTINASI AKADEMIK DAN STRES AKADEMIK MAHASISWA." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 1, no. 2 (November 28, 2017): 43. http://dx.doi.org/10.26740/bikotetik.v1n2.p43-52.
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This research is motivated by the stress that become a complex problem for students in daily life. Self efficacy, achievement motivation, and academic procrastination expect to affect student’s academic stress. The research purpose was to describe: (1) self efficacy, (2) achievement motivation, (3) academic procrastination, (4) student academic stress, (5) correlation of self efficacy with student’s academic stress, (6) correlation of achievement motivation with student’s academic stress, (7) correlation of academic procrastination with student’s academic stress, and (8) correlation of self efficacy, achievement motivation and academic procrastination with student’s academic stress.This study used quantitative approach with correlation descriptive method and the population were students of Guidance and Counseling Program of Education Faculty State University of Padang. The sampling technique was proportional stratified random sampling. The instrument was a scale model of Likert. The instrument reliability of self efficacy was 0,930, achievement motivation was 0,906, academic procrastination was 0,868, and student’s academic stress was 0,932. The instrument validity of self efficacy 0,554, achievement motivation was 0,469, academic procrastination was 0,453, and student’s academic stress was 0,568. Data were analyzed by using simple linier regression and multiple regression.The result indicates that: (1) self efficacy and achievement motivation of students are at the high category, (2) academic procrastination and student’s academic stress are in the moderate category, (3) there are negative correlation and significant between self efficacy with student’s academic stress, (4) there are negative and significant correlation between achievement motivation and student’s academic stress, (5) there are positive and significant correlation between academic procrastination with student’s academic stress, (6) there are significant correlation between self efficacy, achievement motivation and academic procrastination with student’s academic stress together, and (7) the implication are inputs from the various parties involved in to increase self efficacy and achievement motivation of students and reduce or prevent procrastination and academic stress..Keywords: Self Efficacy, Achievement Motivation, Procrastination Academic, Academic Stress
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Wijaya, Hariz Enggar, and Arief Rahman Tori. "Exploring the Role of Self-Control on Student Procrastination." International Journal of Research in Counseling and Education 1, no. 2 (May 17, 2018): 13. http://dx.doi.org/10.24036/003za0002.
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Procrastination is widespread across the nation and setting. Its occur commonly in an academic setting which has many demands and deadline. One of the variable construct which reported has a high association with procrastination is self-control. It is why we would like to find out the role of self-control on student procrastination. There were 100 undergraduate students enrolled this study, from religious education faculty of a private university in Yogyakarta. Pure Procrastination Scale, Procrastination Academic Scale for Student, and Brief Self-Control Scale were administered to obtain student procrastination and self-control. Results showed that self-control correlates moderately negative with both of general and academic procrastination. Also, self-control could predict procrastination both in an academic and general setting. As an additional, there were significantly different between the lowest and highest procrastination group based on student self-control, with big size-effect reported. For further analysis, the prevalence of six areas of academic procrastination also discuss.
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Izsóf Jurásová, Kinga, and Pavlína Čavojcová. "Analýza vzájomných vzťahov medzi nerozhodnosťou, akademickou prokrastináciou a úzkosťou." E-psychologie 15, no. 3 (September 30, 2021): 1–15. http://dx.doi.org/10.29364/epsy.410.
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The main aim of the research study was to explore the relationships between indecisiveness, academic procrastination and anxiety. The research sample consisted of 296 university students (mean age=21,06; SD=1,52), who completed the Slovak adaptations of the Indecisiveness Scale, the Lay's Procrastination Scale for Students and the Beck Anxiety Inventory. A significant moderate correlation was found between indecisiveness and anxiety, as well as a significant strong correlation between indecisiveness and academic procrastination. A significant but very weak relationship was found between academic procrastination and anxiety. Indecisiveness explained more variance in academic procrastination than anxiety. Indecisiveness was predicted by procrastination and anxiety to a similar degree. No gender differences were detected in the levels of indecisiveness or academic procrastination.
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El-tah, Ziad Khamis, and Wael Mohammad Alsharman. "Academic Procrastination among Gifted and Ordinary Students and its Relationship with Some Variables." International Journal of Education 9, no. 3 (August 9, 2017): 32. http://dx.doi.org/10.5296/ije.v9i3.11224.
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This study aims at identifying the academic procrastination among a sample of gifted and ordinary students and its relationship with some variables. It consists of 151 students: (74 are gifted students from King Abdullah II School of Excellence, whereas 77 are ordinary students). The researchers designed a questionnaire of academic procrastination for this study. Then its validity and reliability were verified. To answer the study questions, means, standard deviations, percentages, one way analysis of variance (2 * 2) and T-test were used. The results show that the academic procrastination of gifted students is low (mean score 44.36, standard deviation 10.051). The percentage of gifted students with academic procrastination is 37.8. However, the academic procrastination of ordinary students is high with a mean of 50.94 and a standard deviation 10.20, and the mean of ordinary students with academic procrastination is 58.4. Moreover, the results show that there are no statistical significant differences at α ≤ 0.05 in academic procrastination among gifted students due to gender, grade and the interaction between them. However, there are significant differences at α ≤ 0.05 in academic procrastination among ordinary students due to gender. In addition, there are no statistical significant differences at α ≤ 0.05 in academic procrastination due to grade and interaction between gender and grade. Thus, there are statistical significant differences at α ≤ 0.05 between gifted and ordinary in academic procrastination in favor of the ordinary students. This study recommends that counseling programs should be considered to reduce the negative effects of academic procrastination among gifted and ordinary students.
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Maharani, Reizki, Neviyarni S, and Z. Mawardi Effendi. "Role Playing in an Effort to Reduce Academic Procrastination for College Students." Psychocentrum Review 2, no. 2 (September 27, 2020): 77–86. http://dx.doi.org/10.26539/pcr.22386.
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Academic procrastination can be defined as a person's tendency to delay activities related to academics. We can find procrastination at every level of education, especially in college. One of the causes of procrastination in students because college students have greater responsibilities and demands than before. This research analyzed the effectiveness of role playing in information services to reduce student academic procrastination by uses a quantitative methods. The type of this research is Quasi Experiment with The Non Equivalent Control Group Design. The sample of this study were students majoring in Curriculum and Educational Technology, with 32 students in experimental group of and 32 students in control group. The research instrument used was a Likert Scale model, then it was analyzed using the Wilcoxon Signed Ranks Test and Rasch model. The results of this study generally indicate that information services using role playing are effective to reducing academic procrastination for students
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Wirajaya, Muhammad Mersandy. "INVESTIGATING THE ACADEMIC PROCRASTINATION OF EFL STUDENTS." Jurnal Pendidikan Bahasa Inggris Indonesia 8, no. 2 (November 26, 2020): 67–77. http://dx.doi.org/10.23887/jpbi.v8i2.3498.
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Procrastination is frequently performed by students and many studies claimed that it happened to all levels of students. This study aimed at: (1) investigating the level of academic procrastination of EFL students in Universitas Pendidikan Ganesha, (2) investigating EFL students’ reasons in engaging on academic procrastination, and (3) determining whether self-efficacy correlates with academic procrastination. An embedded mix-method with explanatory design was employed in this study, it is started quantitatively than followed up by an in-depth qualitative study. A correlational analysis was used to test the hypothesis of this study. The findings revealed that (1) EFL students in Universitas Pendidikan Ganesha mostly had a high level (63%) of procrastination (n= 130); (2) the main reasons of EFL students to engage on academic procrastination were; Time management (28%), Aversiveness of the Task (24%), Sincerity (22%), and Personal Initiative (26%); and (3) there was a strong, negative correlation between students academic procrastination and self-efficacy, r = –.651, n = 130.
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Miklyaeva, A. V., S. A. Bezgodova, S. V. Vasilyeva, P. V. Rumyantseva, and N. V. Solntseva. "Academic Procrastination in the Structure of Learning Activity Styles in Students." Психологическая наука и образование 23, no. 4 (2018): 61–69. http://dx.doi.org/10.17759/pse.2018230406.
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The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.
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Mahasneh, Ahmad M., Omar T. Bataineh, and Zohair H. Al-Zoubi. "The Relationship Between Academic Procrastination and Parenting Styles Among Jordanian Undergraduate University Students." Open Psychology Journal 9, no. 1 (May 24, 2016): 25–34. http://dx.doi.org/10.2174/1874350101609010025.
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This study aims to identify the level of academic procrastination among a group of students and its correlation with parenting styles. A sample of 685 male and female undergraduate students was chosen from many different faculties at the Hashemite University. Two questionnaires; academic procrastination and parenting styles, were administrated to members of the sample during the academic year 2013/2014. Results indicated that few students (7%) showed a high level of academic procrastination, over half of the students (67%) showed a medium level and approximately a quarter of students (26%) showed a low level of academic procrastination, there was no significant differences between male and female in academic procrastination scores. Final results indicated a significant positive correlation between academic procrastination and parenting styles.