Abstract
Procrastination behaviour is a common phenomenon among people. In educational setting it always related to the student academic performance. Past studies have shown that the tendency of student to procrastinate could affect their academic life. For example, studying in the last minute is a procrastination behaviour committed by the students. This study is conducted to explore the association between academic procrastination, self-efficacy and academic performance among university students in Malaysia. The finding showed that most students are prone to procrastinate in their academic life. However in most cases it appears that the procrastination behaviour does not affect the student’s academic performance. A similar situation also recorded where the self-efficacy does not affect the tendency for student to procrastinate in their academic activities. It is suggested that in improving the student performance at the university the direct and indirect factors should be addressed including the academic procrastination behaviours. It was concluded that the student’s academic performance is influenced not directly by procrastination behaviour but by other factors. Several suggestions and recommendations are also presented.
Highlights
Success in academic life has been linked to the characteristics of self-regulated learners (Corno, et al, 2002; Pintrich, 2004) which related to the ability of the students to be in control of their activities
Self-Efficacy among University Students In regards to the student self-efficacy this study has shown similarities in terms of it characteristics
For future researches it is suggested for the study to apply mixed-method design which considers both the quantitative and qualitative approaches. By combining these approaches presumably the actual phenomena of academic procrastination among university students can be explored comprehensively. It appears that the student self-efficacy effect the tendency to procrastinate in their academic activities especially in an indirect manner
Summary
Success in academic life has been linked to the characteristics of self-regulated learners (Corno, et al, 2002; Pintrich, 2004) which related to the ability of the students to be in control of their activities. These effects are noticeable and convincing regarding the management of health and education affecting behaviours (Luszczynska and Schwarzer, 2005) This variable of self-efficacy is usually regarded as domain specific and so it is studies in relation to a specific behaviour or setting such as self-efficacy to regulate oneself, academic self-efficacy and as such (Bandura, 1991). On the other hand Chu and Choi (2005) suggested that students with high self-efficacy did not delay starting working and showed persistence when faced with difficult tasks while the students with low self-efficacy showed procrastination, so self-efficacy can be regarded as the leading force in perseverance of student’s productive academic behaviours. To test how the student’s academic procrastination could impact the student’s academic achievement
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