Influence of Academic Procrastination and Self-efficacy on Academic Achievement of Pupil Teachers

Abstract

Procrastination has been associated with predictions, a tendency to negatively evaluate out comes and one's own performance, intense fear and avoidance social self-consciousness and anxiety recurrent low mood and work. While academic procrastination is not a special type of procrastination. Academic procrastination is regarded as a dispositional trait that could particularly have some consequences on students whose lives are characterized by frequent deadlines. Lay (1986) described procrastination as a frequent failure at doing what ought to be done to reach certain goals. A few researchers (Ajayi, 2008; Ferrai, 1989; Radhakanta 2010) have reported that Procrastination and self-efficacy are also the significant variables which direct impact over academic achievement of the students in their regular classroom. Ferrari (1989) demonstrated that procrastinators lack self-efficacy, self-esteem and are publicly self-conscious and highly self-critical. The aim of present study was to investigate whether academic procrastination and self-efficacy would be able to predict academic achievement initiative among pupil teachers by adopting Ex-Post Facto method of research was employed to conduct the study. For analyzing and interpreting data mean, SD, ad correlational was adopted. Cr values for different levels of procrastination and self-efficacy were calculated and compared. It was found that there was significant effect of self-efficacy on Academic Achievement of Pupil Teachers and significant effect of academic procrastination was found on academic achievement of pupil teachers.