Academic procrastination among PhD students in Ethiopia: An examination of prevalence, associated factors and coping mechanisms

Abstract

Streamlining the trajectory of postgraduate students' educational experience is critically important to facilitate their success and contribute to attaining national developmental aims. With this principle as the guiding premise, this study aimed to evaluate the prevalence of academic procrastination among PhD students in Ethiopian universities. Additionally, the study explored the factors contributing to academic procrastination and the strategies employed to mitigate its effects. Employing a mixed-methods approach, the study utilized a concurrent parallel design. The McCloskey scale, adapted to the Ethiopian context, formed the basis of a survey incorporating both closed- and open-ended inquiries, administered to 324 randomly selected PhD students, yielding 294 valid responses. The pilot test demonstrated a commendable Cronbach's alpha reliability of 0.95. The prevalence was elucidated through descriptive analysis, and the scale was tailored to discern factors contributing to academic procrastination. Additionally, a narrative approach was employed to delve into coping mechanisms outlined in the open-ended responses. The findings unveiled a discernible prevalence of academic procrastination in Ethiopia. Factor analysis underscored psychological beliefs concerning abilities, attention diversion, inertia, and external influences as predominant contributors. Furthermore, the study shed light on student strategies in combating procrastination, notably emphasizing self-regulation, adept time management, conducive learning environments, and prioritization throughout their academic journeys. Ultimately, the study advocates for institutional-level interventions in support systems for students, alongside policy-level initiatives aimed at refining the academic trajectory within the nation.