Abstract

Academic procrastination is common among students and is due to various reasons. One of the reasons can be difficulty level of the task. To involve in the task and experience a deep sense of enjoyment, there should be balance between students’ skills and task challenges which is a characteristic of flow. The present study aimed to find out the moderating role of Hardiness and Self-efficacy in the relationship between Flow and Academic Procrastination on Academic Performance. For that 170 undergraduate students were taken from different streams using stratified random sampling method. Procrastination Scale, Dispositional Flow Scale, Hardiness Scale and Self-efficacy scales were used to measure the proposed variable in the model. Results showed a significant negative relation between academic performance and procrastination and a positive relation between Academic Performance, flow, and Self-efficacy. However, there seems no significant relationship between academic performance and hardiness. Structural equation modeling results reveal that procrastination has a significant direct effect on performance and that self-efficacy plays a moderating role in the relationship between flow and procrastination on academic performance, whereas hardiness is non-significant. Hence, it can be concluded from the SEM analysis result that model can be partially accepted. The implications of the study suggest designing the syllabus to match the abilities of all the students, training to elude procrastination and to increase a student’s level of self-efficacy.

Highlights

  • Academic procrastination is common among students and is due to various reasons

  • While the “procrastination” (r= -.51, p < .01) was negatively correlated with academic performance. The moderating variables such as Self-efficacy and Hardiness was included in the analysis, the results shown that self-efficacy was positively inter-correlated with independent and criterion variables (i.e. Academic Performance, r = .47; Flow r = .64; Procrastination r = -.51; and Hardiness r = .20)

  • This study was conducted with an interest to find out how hardiness and self- efficacy can moderate the relationship between flow and academic procrastination that could bring about a change in the academic performance

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Summary

Introduction

Academic procrastination is common among students and is due to various reasons. One of the reasons can be difficulty level of the task. According to Ferrari, Johnson, and McCown (1995) there are some major cognitive distortions that lead to academic procrastination are (a) Overestimate how much time they have left to perform tasks, (b) Overestimate how motivated they will be in the future, (c) Underestimate how long certain activities will take to complete and (d) Mistakenly assume that they need to be in the right frame of mind to work on a project. Both the practical literature and the academic literature have associated negative connotations to procrastination, investigators have found that procrastination can induce some short-term benefits.

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