Procrastination Research Articles

Role of students’ academic procrastination in shaping mathematics achievement

ABSTRACT This study explores the role of academic procrastination in shaping mathematics achievement in Nepali schools. Utilising a quantitative research design, a cross-sectional survey was conducted with 474 students selected through multi-stage cluster sampling from eight public secondary schools in Nepal. The data were analysed using t-tests, ANOVA, and multiple linear regressions. The findings reveal significantly higher levels of both academic achievement and procrastination. Moreover, a high level of academic procrastination was found to have a significant negative effect on mathematics achievement. Influential factors in this correlation include students’ ethnicity, study hours at home, family size, and parents’ educational background. Stakeholders, including parents, teachers, and policymakers, should collaborate synergistically to address the underlying causes of procrastination and provide robust support mechanisms to enhance students’ learning outcomes.

The interplay of academic procrastination, self-generated stress, and self-reported bruxism among medical and dental students: a cross-sectional study

BackgroundAcademic procrastination (AP), a common behavior among students, is influenced by factors such as fear of failure, task aversiveness, anxiety, and stress. Self-generated stress (SGS) refers to the subjective experience of tension that occurs in response to an existing situation. Individuals often overestimate the difficulty and attainability of a task, resulting in increased stress and extended stress duration. SGS can worsen mental and physical health problems, including bruxism. Therefore, this study investigates the possible underlying connections by examining the relationship between AP, SGS, and self-reported (SR) bruxism in medical and dental students.MethodsThe present cross-sectional study was undertaken among a sample of 379 students pursuing medical and dentistry degrees in Turkey. The questionnaire, including the Academic Procrastination Scale-Short Form, SR bruxism Scale, and SGS Scale, was administered to the students. According to the responses given to the SR bruxism Scale, 3 types of SR bruxism groups were created as sleep, awake, and compound. A comparative analysis was conducted on AP, SGS, and SR bruxism among medical and dental students. Furthermore, the associations among AP, SGS, and SR bruxism were assessed using the utilization of correlation tables and regression analysis.ResultsThe prevalence of awake bruxism was higher among dental students (46.6%) compared to medical students (34.7%), suggesting a faculty-dependent trend. A significant positive correlation was observed between SGS and AP (r = 0.212, p < 0.001). Median AP values differed significantly based on awake bruxism (p = 0.007) and compound bruxism (p = 0.013), but not sleep bruxism (p = 0.352). SGS exhibited statistically significant differences across all SR bruxism types: sleep (p < 0.001), awake (p < 0.001), and compound (p < 0.001). Multiple regression analysis identified SGS as a significant risk factor for SR bruxism, with a one-unit increase in stress score elevating the SR bruxism risk by 1.086 times.ConclusionsThis study revealed that self-generated stress significantly increases the risk for the development of SR bruxism. A significant relationship was found between academic procrastination and self-generated stress, and this relationship was particularly associated with an increased risk for the development of compound and awake bruxism. Stress-reducing therapy methods should be recommended for students to both increase academic success by reducing academic procrastination and prevent the negative effects of stress-related SR bruxism.

Socio-demographic correlates of academic procrastination among undergraduates

Socio-demographic correlates of academic procrastination among undergraduates

Gambaran Prokrastinasi Akademik Mahasiswa dan Implikasinya dalam Pelayanan Konseling

This research is motivated by the existence of academic procrastination that occurs among students. Students carry out high academic procrastination because students do not have the ability to manage their time well and prefer to do more enjoyable tasks than completing tasks. This study aims to describe the academic procrastination of curriculum and educational technology students and its effectiveness in counseling services. This type of research is quantitative research with a descriptive method. The population in this study was 436 students with a research sample of 209 students of the Curriculum &amp; Educational Technology Department who were active in lectures in the 2020, 2021, 2022, and 2023 classes of the 2024/2025 academic year. The sampling technique for this study used the Proportional Stratified Random Sampling technique. Data collection was carried out through the use of instruments using a Likert scale, namely using academic procrastination instruments for students. The results of this study indicate that: (1) the level of academic procrastination of students majoring in curriculum and educational technology as a whole is in the moderate category. (2) the level of academic procrastination of students based on aspects of being stuck in starting and completing tasks is in the moderate category. (3) the level of academic procrastination of students based on aspects of being late in completing tasks is in the moderate category. (4) the level of academic procrastination of students based on aspects of time discrepancies between plans and actual performance is in the moderate category. (5) the level of academic procrastination of students based on aspects of doing more enjoyable activities is in the moderate category. Based on the results of this research, counselors can provide assistance to students to reduce the level of academic procrastination of students in the form of: information services, individual counseling services, group guidance services and group counseling services.

Hubungan Motivasi Belajar dengan Prokrastinasi Akademik Siswa di Sekolah Menengah Pertama

This research is motivated by the phenomenon of many students engaging in academic procrastination at school. Forms of academic procrastination include students making assignments in class while the teacher is explaining the subject matter, copying friends' assignments, not completing assignments, and submitting assignments beyond the time limit. Students also stated that their reasons for carrying out academic procrastination were that the large number of assignment demands given by teachers in each subject with a deadline of only a few days meant that students were unable to do their assignments well. This research aims to (1) describe the picture of students' learning motivation. SMPN 26 Padang, (2) describe the picture of academic procrastination of SMPN 26 Padang students, and (3) examine the relationship between learning motivation and academic procrastination of SMPN 26 Padang students. This research uses quantitative methods with a correlational research type. The sample in this study was 167 students selected using the Proportional Random Sampling technique. The data was processed using descriptive analysis and Pearson product moment correlation analysis using the SPSS version 20 for Windows program. The results of this study show that (1) students' learning motivation is in the medium category with a percentage of (35.9%), (2) students' academic procrastination is in the high category with a percentage of (56.9%), (3) there is a significant relationship and has a negative direction between learning motivation and academic procrastination with a calculated r correlation value of -0.312 with a significance level of 0.000 at the weak relationship level.

The Contribution of Cyberloafing and Perceived Peer Support to Academic Procrastination Behavior of Final Year Students

Students often do other activities that are not related to college assignments, so students often delay working on their thesis which is called procrastination. Procrastination behavior is influenced by several factors such as internet abuse that is not related to college assignments called cyberloafing, and low support from peers. This study aims to determine the contribution of cyberloafing and perceptions of peer support to the academic procrastination behavior of final year students. This study uses a quantitative approach. The sample in this study was selected using a purposive sampling technique of 200 respondents. Procrastination was measured using the Academic Procrastination Scale (APS). Cyberloafing was measured using the cyberloafing scale. Peer support was measured using the Social Previsions Scale (SPS). The results of the study identified that there was a contribution of cyberloafing to academic procrastination of 28% to academic procrastination. Peer support did not contribute significantly to academic procrastination, this could happen because social support is not one of the factors that can influence academic procrastination behavior in students who are working on their thesis. Low cyberloafing can reduce procrastination behavior in students in Padang city.

Examining the relationship of academic dishonesty with academic procrastination, and time management in distance education

Academic dishonesty undermines the integrity of educational processes and remains a widespread concern in higher education institutions, including those offering distance learning. In this context, identifying the factors that influence students' academic dishonesty behaviors is crucial. This study aims to explore the relationship of academic dishonesty with academic procrastination behaviors, time management skills among distance education students. For this purpose, the study employed a correlational survey model, which is a quantitative research method. The research sample comprised 220 students enrolled in an associate degree program via distance education at a public university, selected using the convenience sampling method. Data were analyzed using descriptive statistics, independent sample t-tests, Pearson correlation analysis, and stepwise regression analysis. The findings indicate that academic dishonesty behaviors among distance education students are low, while their academic procrastination behaviors and time management skills are at a medium level. The analysis of demographic characteristics revealed varying trends in their effects on academic dishonesty, academic procrastination, and time management skills among the participants. The study found no significant effect of demographic characteristics, such as gender, age, marital status, and employment status, on academic dishonesty. A positive relationship was found between academic procrastination behavior and academic dishonesty behavior; while a negative relationship was observed between time management skills and academic dishonesty. The analyses revealed that academic procrastination behavior and time management skills together predict academic dishonesty behaviors, with the developed model explaining approximately 26 % of the total variance in these behaviors. This study aims to address a critical gap in the literature and contribute to the development of academic integrity strategies by examining the relationships between academic dishonesty behaviors, academic procrastination behaviors, and time management skills in distance education.

“I’ll finish it tomorrow”— Four strategies teachers could use to help their students overcome procrastination

Worldwide, academic procrastination is a prevalent concern in schools because it hinders students’ achievement, health, and wellbeing. Academic procrastination refers to students voluntarily postponing, initiating, or completing assigned learning tasks despite knowing they will be worse off for the delay. Research provides strong evidence that students procrastinate learning tasks when they lack motivation and/or have insufficient emotion regulation skills. This article builds upon the findings of a recent systematic review of interventions that target reducing/eliminating procrastination. It proposes a set of four strategies teachers could implement in their practice to ensure students initiate and complete learning tasks without unnecessary delays.

The Role of Self-Esteem and Depression in the Relationship Between Physical Activity and Academic Procrastination Among Chinese Undergraduate Students: A Serial Mediation Model

The Role of Self-Esteem and Depression in the Relationship Between Physical Activity and Academic Procrastination Among Chinese Undergraduate Students: A Serial Mediation Model

Kejenuhan Belajar dan Prokrastinasi Akademik terhadap Kemampuan Pemecahan Masalah Matematika

This study used multiple linear regression data analysis techniques to determine the effect of learning burnout and academic procrastination of students, both individually and together, on mathematical problem-solving abilities. The study was conducted on 88 students of class X of SMA Muhammadiyah 1 Palangka Raya, who were selected by simple random sampling. Data collection used a test for problem-solving abilities and a questionnaire for each learning burnout and academic procrastination. Before conducting multiple linear regression, prerequisite tests were carried out, namely: normality test, heteroscedasticity test, linearity test, autocorrelation test, and multicollinearity test. After meeting the prerequisite tests, the analysis was carried out and the results obtained were that there was an effect of learning burnout on students' mathematical problem-solving abilities, there was an effect of academic procrastination on students' mathematical problem-solving abilities, and there was an effect of learning burnout and academic procrastination together on the mathematical problem-solving abilities of class X students of SMA Muhammadiyah 1 Palangka Raya.

Exploring the Relationships among Mobile Phone Addiction, Academic Procrastination, and Academic Performance in Nursing Education

Exploring the Relationships among Mobile Phone Addiction, Academic Procrastination, and Academic Performance in Nursing Education

Profile of College Students' Academic Self-Control

Objective: This study analyzes university students' academic self-control profiles in Surabaya City, Indonesia. Methods: The survey included the research method with a sample of 517 students. The data collection technique used a student response questionnaire. After that, quantitative descriptions were employed to assess the data and show the study outcomes. Results: The findings of the analysis demonstrate that students' academic self-control falls into the high range. Thus, students with good academic self-control will be able to control behavior consciously to choose goals, suppress urges, resist temptations, delay satisfaction, and control and regulate their emotions in academic goals. Novelty: The novel mapping of self-control focused on academics among university students makes this study innovative. Since academic procrastination is closely related to academic self-control, this mapping supports lecturers in reducing academic procrastination. Students can fully achieve academic and non-academic aims possible.

The correlation between social adaptability and academic procrastination of undergraduate nursing students: the mediating role of resilience

BackgroundHow to mobilize nurses students' learning initiative, reduce the incidence of academic procrastination, and improve their social adaptability is a key factor in lowering nursing brain drain and improving nursing quality.ObjectiveTo explore the mediating role of resilience in the correlation between social adaptability and academic procrastination of undergraduate nursing students.MethodsThis study is a cross-sectional survey. The researchers conducted an electronic questionnaire survey of 962 nursing undergraduates in Guanzhong District, Shaanxi Province from November 2022 to April 2023, and adopted the intention sampling method. And make the following assumptions: (1) There is a significant negative correlation between academic procrastination and social adaptability. (2) Academic procrastination can directly affect the social adaptability of undergraduate nursing students, and it has a significant negative predictive effect. (3) Resilience can directly affect academic procrastination and social adaptability. At the same time, resilience plays an intermediary role between the two. In this study, the Aitken procrastination scale, the resilience scale, and the social adaptability diagnostic scale were used to evaluate undergraduate nursing students. SPSS27.0 software is used to analyze the data statistically, and the Hayes PROCESS Macro method is used to test the model.ResultsThe study's findings are as follows: 1) Academic procrastination significantly and negatively impacts social adaptability (c = -0.292, t = -6.407, p < 0.001). 2) Even when accounting for resilience, academic procrastination still significantly predicts lower social adaptability (c′= -0.204, t = -4.338, p < 0.001). 3) The Bootstrap method test of percentile bias correction indicates that resilience serves as a significant mediator between academic procrastination and social adaptability. Bootstrap SE = 0.018, 95% CI = (-0.124, -0.055). The indirect effect contributes to 29.79% of the total effect.ConclusionResilience not only directly affects the academic procrastination and social adaptability of nursing students, but also partially intermediate the relationship between academic procrastination and social adaptability.

Academic Procrastination of High School Students as a Product of Low Self-Esteem: A Mediation Role of General Self-Efficacy

Academic procrastination is a common behavior among high school students. This study aims to evaluate the direct and indirect effects of self-esteem on academic procrastination among high school students based on their general self-efficacy. This study used the Rosenberg Self-Esteem Scale, General Self-Efficacy Scale, and Middle School Student Academic Procrastination Scale as the main measurement tools. 216 high school students in Hefei were selected as the research subjects, and descriptive statistics, reliability and validity analysis, correlation analysis, multiple linear regression analysis, and mediation effect analysis were conducted using SPSS 21.0. The following research conclusion is drawn: First, there is a significant positive correlation between self-esteem and general self-efficacy. Second, there is a significant negative correlation between self-esteem and academic procrastination. Third, general self-efficacy mediates the relationship between self-esteem and academic procrastination.

The mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in medical students

BackgroundAcademic involvement and academic procrastination are two behavioral variables and are among the challenges of higher education, especially medical education. The purpose of the current research is to investigate the mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in Iranian medical students.MethodsThe present correlational study of path way type, was performed on 388 students of Zanjan University of Medical Sciences in the 2021 selected by a convenient sampling method. Four questionnaires of Goal orientation scale )21-item), the classroom assessment approaches questionnaire (12-item), the Procrastination Assessment Scale– Students (44-item) and the student engagement scale (10-item) were used to collect data. The data were analyzed with SPSS-26 and LISREL-10.2 software.ResultsThe results of the path analysis showed formative assessment have significant direct effect on mastery orientation (β = 0.40), performance-approach (β = 0.14), avoidance orientation (β = -0.28), academic engagement (β = 0.32) and academic procrastination (β = 0.12). Also mastery orientation (β = 0.13), performance-approach (β = 0.12), avoidance orientation (β = -0.25) have a significant direct effect in the variance of academic engagement. As well mastery orientation (β = -0.43), performance-approach (β = -0.15), avoidance orientation (β = 0.30) have a significant direct effect in the variance of academic procrastination. These results confirm the direct hypotheses. Indirect effect of formative assessment to academic engagement (0.21) and academic procrastination (0.27) was significant.ConclusionIt is recommended according to the results practitioners provide the basis for promoting academic engagement and decrease academic procrastination through the application of formative assessment and Improve classroom goal orientation.

Self-Monitoring and Self-Esteem as Predictors of Academic Procrastination Among Postgraduate Students

Academic procrastination is a common behavior among University students. This study examined self-monitoring and self-esteem as predictors of academic procrastination among The University of Ilorin Postgraduate Students. The research design for this study was a descriptive design of correlation type. The population for the study comprised 2,194 Postgraduate Students of the Institution (2021/2022) session. The sample used was 325 (178 male and 147 female) participants. The study utilized a research instrument and Self-Constructed Scales, specifically the Procrastination Assessment Scale Students, Self-Monitoring and Self-Esteem (PASSSMSEQ) for data collection. One research question and four research hypotheses guided the conduct of the study and the hypotheses were tested at a 0.05 level of significance using inferential statistics of P.P.M.C and Multiple Regression Analysis. The study found high academic procrastination among postgraduate students at the University of Ilorin with a significant relationship between self-monitoring and procrastination. Self-esteem also showed a significant relationship with procrastination. Both self-monitoring and self-esteem significantly contributed to the prediction of academic procrastination among these students. It was recommended, among others, that counseling psychologists should up their tactics in enabling a reduction in the academic procrastination of postgraduate students.

Estrés, ansiedad y depresión como factores asociados a la procrastinación académica en estudiantes universitarios peruanos

The influence of stress, anxiety, and depression (SAD) on academic procrastination (AP) in the context of COVID-19 was analyzed; a predictive study in 1069 Peruvian students aged 18 to 25 from a public university recruited by non-probabilistic sampling and assessed using the Academic Procrastination Scale and the DASS-21 Scale. The results reflect significant differences in academic procrastination in favor of non-scholarship holders; likewise, for stress, anxiety, and depression in favor of: a) women, b) non-scholarship holders, c) without COVID-19 infection, and d) with family losses due to COVID-19; likewise, a positive correlation between AP and SAD (with emphasis on depression); this correlation is strengthened in the network analysis for the scholarship holder condition. Finally, regarding the analysis of structural equations: anxiety and stress are related at 0.83; both variables explain depression at 63%. On the other hand, depression is presented as a cause of PA at 0.41 and this model has an explanatory value of 17% (with adjustment indices of CMIN/df = 0.305, CFI = 1.000, SRMR = 0.006, RMSEA = 0.000 and PClose = 0.974). The study reflects the predictive capacity of the E-A-D in the behavior of higher education students regarding their academic responsibility.

Relationship between the intraindividual interplay of negative and positive exam-related emotions and the behavioral-emotional dimensions of academic procrastination

AbstractAlthough achievement situations trigger multiple emotions and learners experience both negative and positive emotions simultaneously, procrastination research typically examines isolated relationships between specific emotions and procrastination. The potential interplay of negative and positive emotions regarding procrastination is often overlooked, although this perspective can shed light on their dynamic relationships. Moreover, past studies primarily address the behavioral aspect of procrastination (delay) while overlooking its emotional facet (subjective discomfort), albeit this differentiation could enhance understanding of procrastination and its correlates. The present study explores the understudied interplay of the two most frequently experienced negative (anxiety) and positive (hope) exam-related emotions regarding students’ procrastination tendencies with differentiated behavioral and emotional dimensions. The study analyzes cross-sectional data from two independent studies (Nstudy1 = 266, Nstudy2 = 468) conducted in Germany among university students. Latent profile analyses (LPA) reveal three similar profiles across both studies—High Anxiety–Low Hope, Low Anxiety–High Hope and Moderate Anxiety–Moderate Hope— and two study-specific profiles namely, Low Anxiety–Moderate Hope (Study 1) and High Anxiety–Moderate Hope (Study 2). Females compared to males are more likely to belong to the anxiety-dominated profiles. Overall, students in anxiety-dominated profiles report higher scores whereas students in hope-dominated profiles report lower scores on both behavioral and emotional dimensions of academic procrastination. This study advances an integrated approach that incorporates the combined effects of both negative and positive emotions concerning procrastination. Findings further inform research efforts towards identifying risk and protective emotional factors to develop tailored intervention against academic procrastination.

Academic Procrastination and Burnout among Grade 11 Students

This study aimed to determine the significant relationship between academic procrastination and burnout. Simple random sampling was used, and it included 53 students. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), and Simple Linear Regression, results showed that the level of academic procrastination was moderate or sometimes manifested. It was also found that the level of student burnout was moderate or sometimes manifested. There was a significant relationship between academic procrastination and burnout. This means that students who frequently put things off are more likely to experience feelings of exhaustion, cynicism, and a sense of inadequacy related to their studies. Accordingly, academic procrastination significantly influences student’s burnout. School officials were recommended to implement a multi-tiered policy to address student procrastination and burnout.

Perceived academic anxiety and procrastination among emergency nursing students: the mediating role of cognitive emotion regulation

Abstract Aim Explore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination. Design: A descriptive correlational design was used. Setting: This study was carried out in the faculty of nursing at the University of Alexandria. Sample: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021–2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic. Tools: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data. Results The study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test. Conclusion Based on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination.