The Impact of Teacher’s Attunement on Peer Pressure and Academic Procrastination among University Students

Abstract

Students all around the globe face problems such as academic procrastination and peer pressure due to a lack of commitment, emotional stress, inappropriate time management, and lack of guidance. This research examines the impact of teachers’ attunement on academic procrastination and peer pressure among university students. A convenient sampling technique was used to collect the data. The objective of the study was to investigate the relationship between teacher attunement, academic procrastination, and peer pressure. This study also focuses on determining the impact of teacher’s attunement on academic procrastination and peer pressure. The sample consisted of students and teachers. The questionnaire used for the research included the Student-Teacher Relationship (STR), Perceived Peer Pressure Scale (PPPS), and the Tuckman Procrastination Scale (TPS). The analysis shows that academic procrastination and peer pressure are negatively significant to teacher’s attunement. Teacher’s attunement has a non-significant relationship with academic procrastination. Results show that boys tend to show more peer pressure. The discussion highlights the need for teacher attunement among university students.