Procrastination Research Articles

Academic Procrastination in Preschool Children: The Role of Positive Discipline

With the rapid development of society, the pressure of students' competition is huge. At the same time, families, schools, and society pay too much attention to students' performance, which also increases a lot of anxiety for children. In addition, some children use extremely high standards to strictly require themselves, which also brings them a lot of tension. As the age of learning moves down, preschool children, whether at home or in extracurricular institutions, also carry out many courses of study. Under such background and conditions, students begin to have bad psychology and learning habits and use procrastination to relieve stress and tension. But in the long run, this approach is not conducive to children's physical and mental development. This requires parents to correct their children's procrastination. However, it is precisely because some parents do not master reasonable educational methods to educate children and change children 's problems that the results run counter to expectations. On the basis of summarizing the causes and manifestations of academic procrastination, this paper gives the definition of positive discipline and puts forward reasonable suggestions and educational methods to parents. It aims to improve children 's problems and create a positive family environment suitable for children's growth.

Does academic procrastination mediate the link between Facebook addiction and academic satisfaction?

Does academic procrastination mediate the link between Facebook addiction and academic satisfaction?

The Relationship between Binge-Watching Habits and Academic Procrastination among College Students

This study aims to examine the link between binge-watching behaviors and academic procrastination among college students. The research involved 116 students from various universities in Jakarta. Data was collected quantitatively through a Google Forms questionnaire, utilizing purposive sampling. The survey was conducted in November 2022. The Binge-Watching Addiction Questionnaire (BWAQ) and the Tuckman Procrastination Scale (TPS) short version were the instruments employed. Results indicated a significant positive relationship between binge-watching habits and academic procrastination. Students who frequently engage in binge-watching are more likely to procrastinate on academic tasks, particularly when deadlines are distant. Additionally, some students reported watching while working on assignments. Consequently, a higher frequency of binge-watching correlates with an increased tendency for academic procrastination among college students.

Tomorrow Never Comes: The Risks of Procrastination for Adolescent Health.

This study explores the relationship between procrastination and declining healthy habits among adolescents, a topic lacking systematic reviews in the existing literature. The primary purpose is to lay the groundwork for promoting mental health and preventing procrastination as risky behavior. This systematic review examined five areas related to procrastination and its influence on healthy lifestyle habits in adolescents: technology and procrastination; sleep and procrastination; academic procrastination; and the COVID-19 pandemic. The findings highlight that technology misuse is linked with procrastination; adolescents tend to procrastinate when going to sleep; academic procrastination negatively impacts long-term educational achievements, and the COVID-19 pandemic has exacerbated this phenomenon. Ultimately, it is concluded that procrastination is related to all these aspects and has detrimental effects on adolescents' physical and psychological development.

ANALYSIS OF THE LEVEL OF PROCRASTINATION OF FKIP UNISRI STUDENTS

This research aims to determine the level of student academic procrastination. The research method used is quantitative research using surveys. The survey results showed that from a sample of 109 students, the results were: Low academic procrastination category, namely: 0 students, Medium academic procrastination 98 students (89.90%), High academic procrastination 11 students (10.09%). Based on the survey results, the results showed that the majority of students' level of academic procrastination was in the medium category and some were in the high academic procrastination category. Based on observations, namely: students do assignments at a tight time to submit assignments, and sometimes some students are late in submitting assignments.

Perfectionism as Causes of Academic Procrastination at Collage?: A Sytematic Review

Perfectionism as Causes of Academic Procrastination at Collage?: A Sytematic Review

Procrastinação acadêmica, comportamento intensivo e estilos de aprendizagem de alunos da 7ª série da Pacita Complex National High School Filipinas

Academic procrastination is a common challenge. High school is a critical period where students are introduced to more complex and demanding academic tasks. The transition from middle school to high school may bring about increased academic pressure, and students may struggle to manage their time effectively (Belmonte, 2019). Cramming behavior, often a direct consequence of procrastination, is a phenomenon that has become ingrained in academic culture, their efficacy in promoting long-term retention and understanding in the long run (Chew, 2021). People have diverse learning styles, and understanding these styles can enhance the effectiveness of education and training. One popular framework categorizes learners into four models which include the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic), which adds a dimension for those who prefer reading and writing as their primary mode of learning. The goal of this study was to explore academic procrastination, cramming behavior and learning style of Grade 7 students of Pacita Complex National High School , to probe the relationship between academic procrastination and cramming behavior, academic procrastination and learning style, cramming behavior and learning and examined the predictive ability of academic procrastination and cramming behavior, taken singly or in combination, of respondents’ learning style of Grade 7 students of Pacita Complex National High School. The findings revealed that the over-all weighted mean of 2.39 revealed that the respondents do not procrastinate in terms of academics. On the other hand, an over-all weighted mean of 2.47. Furthermore, the study revealed that the respondents have “less manifested” cramming behavior. In addition, the learning style of the students was Kinesthetic with a total score of 670. Moreover, academic procrastination was not significant to cramming behavior with a p-values .128, .133 and .296 respectively, as well as academic procrastination and learning style was also not significant to learning style with a p-values of .894, .222, .336 and .670 respectively. Also, cramming behavior was not significant to learning style with of .733, .322 and .053 It implied that these predictors were not highly contributors to students learning style. This study is believed to be a beneficial reference to educators, school administrators and students.

Analysis of Level of Academic Procrastination on Mathematics Assignments

This study aims to determine the level of academic procrastination on the mathematics assignment of students at SMP Negeri 11 Yogyakarta. In addition, to find out the causes of students experiencing academic procrastination. The purpose of the study was so that the results of this study can be used as a reference to find solutions to the problems experienced by students. This type of research is descriptive quantitative. The population in this study were students of SMP Negeri 11 Yogyakarta class VIII as many as 136 students. The methods used are questionnaires, interviews, and documentation. The instrument validity technique uses logical validity carried out by material experts and empirical validity with a significant level of 5%. Test the reliability of the instrument using Cronbach's Alpha formula and determine the category of procrastination using SPSS 28.0. Qualitative data analysis uses descriptive qualitative, including data reduction, data presentation, and verification. Test the validity of the data in this study including the credibility test using triangulation techniques. The results showed that there were 21 students in the high category, 69 students in the medium category, and 10 students in the low category. The causes of students experiencing procrastination include a lack of interest in mathematics, difficult math tasks, considering tasks that are less important to do, and lacking the ability to divide time.

The Impact of Islamic Religious Learning and Social Media Distraction on Procrastination Behavior in Higher Education : Does the Screen Time Mediation Matter?

This study aims to investigate the influence of social media distraction and Islamic learning on academic procrastination behavior as well as the mediating role of screen time in these two variables. The research used a quantitative approach with a survey method, involving 97 students at MTs Muhammadiyah 3 Yanggong, located in Ponorogo Regency, East Java Province, as participants. The data collection technique was carried out using a Likert scale. Data analysis was carried out using the PLS-SEM technique to test the validity, reliability, and goodness-of-fit of the model. The research results showed that social media distraction had a positive and significant influence on increasing academic procrastination, while Islamic learning has an insignificant influence. Screen time also mediated the relationship between social media distraction and academic procrastination. The implications of this research highlight the need for awareness about the negative impacts of social media use and the importance of a focused approach in developing moral values to reduce academic procrastination. Recommendations include strengthening the Islamic learning curriculum, which includes media literacy and digital ethics, as well as the active role of parents in controlling children's screen time. By implementing these recommendations, it is hoped that we can improve the balance between the use of technology, learning moral values, and reducing academic procrastination among students.

Meningkatkan Pemahaman Self-Compassion untuk Mengatasi Prokrastinasi Akademik pada Siswa SMP di Kabupaten Cirebon

One of the obstacles in the learning process that students often face is the desire to procrastinate. This condition has the potential to make students feel self-guilt, regret, and excessive self-deprecation for neglecting their duties. In response to this, efforts are needed to increase students' understanding of academic procrastination and the importance of fostering self-compassion in themselves, one of which is by conducting psychoeducation. Psychoeducation activities are carried out in three stages, namely the planning, implementation, and evaluation stages of the activity. The participants in this activity were students of class IX-A at SMPN 2 Lemahabang, Cirebon Regency. This activity uses a questionnaire containing the same questions for the pre-test and post-test to measure participants' understanding before and after the activity. Analysis of the pre-test and post-test results showed that students experienced an increase in understanding after being given psychoeducation. Qualitatively, students also seemed enthusiastic and focused on the material presented. Thus, it can be concluded that the psychoeducation activities on academic procrastination and self-compassion have achieved the objectives set.

Predicting statistic anxiety by attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination among students of social sciences colleges

PurposeThis study aimed at identifying the prevalence of statistic anxiety among students in social sciences programs and analyzing the relationship between statistics anxiety and four key variables: attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination.Design/methodology/approachMethod a total of 440 students from all statistics sections offered in the social sciences programs in a four-year public medium-sized university in UAE participated in this study. Students participated by responding to a package that has four instruments: Statistics Anxiety Scale, Attitudes Toward Statistics, Current Statistics Self-Efficacy and Procrastination Assessment Scale.FindingsMore than 27% of students have above average statistics anxiety. Significant correlations were observed between statistics anxiety and each of attitude toward statistics course (−0.34), academic procrastination (0.33) and achievement (−0.35). On the other hand, Attitudes Toward Statistics and statistics self-efficacy have non-significant correlations. The four variables together predict more than 32% of the total variance of statistics anxiety, and the best predictor was procrastination followed by course attitude.Research limitations/implicationsStudents from only one university participated in this study. Adding more universities and countries could increase the generalizability of the study.Practical implicationsStatistics anxiety is prevalent among students in social sciences programs. Statistics instructors must be ready to deal with reducing it. Several procedures have been suggested to reduce statistics anxiety but improving attitudes towards statistics courses is the key factor in this regard.Social implicationsMany students from social sciences and humanities programs and colleges experience anxiety or tension related to statistics courses which are required in most higher education institution. This paper tried to understand which variables affecting this phenomenon and in which directions. At the end, statistics is an important subject for all students during their academic life as well as practical life after graduation.Originality/valueStatistic anxiety is the feeling of worrying and tension that students experience when taking statistics courses, especially in social sciences programs. Studying statistic anxiety and the related variables is crucial because this anxiety negatively and significantly affects students’ achievement and learning.

Life Quality of University Students: A Qualitative Meta-Synthesis

Quality of life among students is considered an important contributor to academic success. Quantitative assessments of student well-being have identified it as a risk factor for academic procrastination and higher drop-out rates. Nevertheless, a subjective investigation into university students’ well-being is underexplored. In the present meta-synthesis, we identified 20 qualitative studies and implemented Critical Appraisal Skills Programme as an assessment tool. Three main themes emerged from our synthesis: pressures on students, social psychological barriers, and hierarchy. Our findings support the consensus that certain academic tracks such as medical and health sciences can act as a risk factor for student well-being. We propose an integration of both quantitative and qualitative assessment to reach a more holistic perspective into quality of life.

A Descriptive Study on Locus of Control, Perfectionism, and Academic Procrastination among young adults

Many factors, particularly trait-like psychological dimensions, have been demonstrated to greatly contribute to procrastination, but the intricate interactions between these variables have gotten less attention. The purpose of the study was to assist young adults to navigate their academic voyage because these young adults often come across few stumbling blocks such as academic procrastination, locus of control and perfectionism in their academic work. The study group for this research consisted of 150 young adults (111 female, 37, male, 1 transwoman, 1 prefer not to say) and mostly belonged from undergraduate level from various private and public universities of Kolkata. Snowball sampling method was incorporated to identify the sample for the study. In this study, the “Rotter’s Locus of control scale”, “Academic Procrastination Scale by McCloskey” and “Frost Multidimensional Perfectionism Scale” were used to collect data. The Pearson Correlation, descriptive statistics and other statistical analysis were used for data analysis. According to the findings obtained, a significant relationship was established between academic procrastination and perfectionism that might altogether affect the academic outcome and further there were also a significant negative correlation between the locus of control and academic outcome. Research can further be done by using other variables to understand the effectiveness of academic outcome. In addition, educators, policymakers, and mental health professionals can work together to guide young adults based on their beliefs and can help individuals in making informed decisions.

The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students

The issue of academic procrastination is highly prevalent among university students. It not only has a deterimental effect on students' academic performance but also poses a risk to their physical and mental well-being. Anxiety, as a negative emotion, has attracted researchers’ attention in relation to academic procrastination. Research indicates a correlation between state anxiety and academic procrastination, but the underlying mechanisms that drive this association remain unclear. When individuals experience ego-depletion, it can lead to psychological exhaustion, subsequently leading to procrastination. Gender role conceptions, shaped by sociocultural and psychological mechanisms, have profound implications on individuals’ cognition, emotions, and behaviors. This study primarily aims to explore the relationship between state anxiety and academic procrastination among university students, with a particularly focus on the mediating role of ego-depletion and the moderating role of gender. A survey using the State Anxiety Scale, Ego-Depletion Scale, and Irrational Procrastination Scale was administered to 3370 undergraduates. State anxiety shows positive correlations with ego depletion and academic procrastination (r = 0.665, p < 0.01; r = 0.491, p < 0.01), while ego depletion is also positively linked to academic procrastination (r = 0.500, p < 0.01). State anxiety serves as a positive predictor of academic procrastination, with a confidence interval of 95% [0.626, 0.696]; additionally, ego depletion partially mediates the relationship between state anxiety and academic procrastination, with a confidence interval of 95% [0.168, 0.251]. Gender acts as a moderator in directly predicting the impact of state anxiety on academic procrastination and in the latter stage of mediating the effect of ego depletion. State anxiety can significantly and positively predict academic procrastination among university students. Ego-depletion partially mediates the relationship between state anxiety and academic procrastination. The direct predictive effect of state anxiety on academic procrastination, as well as the mediating role of ego-depletion, is moderated by gender. This provides educators and university students themselves with reference for addressing the issue of academic procrastination.

Academic procrastination and inappropriate use of social networks among university students

ABSTRACT Academic procrastination is the tendency to delay academic activities such as carrying out tasks, studying for exams and similar. This behaviour may be related to the inappropriate use of social networks, especially by those students who procrastinate the most. The aim of this study is to identify latent profiles of academic procrastination and determine whether there are differences in terms of the areas of delay (academic activities, final degree projects, studying for exams and keeping abreast of academic tasks) and the factors of inadequate use of social networks (obsession with networks, a lack of better control and excessive use). The participants in this study were 1784 students from 24 Spanish universities. The Spanish version of the procrastination assessment scale and the questionnaire on addiction to social networks were used for information gathering. A Latent Profile Analysis, multivariate analysis of variance (MANOVA) and multivariate covariance analysis (MANCOVA) were carried out to examine the differences between the profiles detected, delay areas and social network addiction factors. The results showed three latent profiles in procrastination behaviour: low, moderate and high procrastination. Moreover, significant differences were observed in terms of the areas of delay and network addiction factors. In conclusion, the greater the procrastinating behaviour, the greater the tendency to delay academic activities and present more frequently inadequate conduct in the use of social networks.

Predictive analysis of college students’ academic procrastination behavior based on a decision tree model

Predicting academic procrastination among college students in the context of a public crisis could provide essential academic support and decision-making strategies for higher education institutions to promote student psychological health. Notably, research focusing on predicting academic procrastination behavior among college students in the context of a global crisis is still limited. The purpose of this study is to address this gap by constructing a predictive model based on the decision tree algorithm to predict academic procrastination behavior among college students. A total of 776 college students from the Guangxi Zhuang Autonomous Region of China participated in this study. The study gathered data from multiple aspects relevant to academic procrastination behavior, including demographic information, academic achievements, subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic achievement, and sense of school belonging. Descriptive statistical analysis was conducted utilizing SPSS version 26.0, and decision tree model analysis was performed with Modeler 18.0. The findings of this study identified eight predictive factors of college students’ academic procrastination in order of importance: subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic performance, and sense of school belonging. The model accuracy was 85.78%, and indicating a relatively high level of prediction. The findings of this study not only provided a new perspective for understanding academic procrastination but also offered practical guidance for educators on how to mitigate this behavior.

Self-leadership as the ability for self-management in relation to academic procrastination of engineering students

Introduction. In the modern educational environment, attention is increasingly focused on the development of students’ personalities. The ability to self-organize, self-discipline and self-motivation becomes a necessary skill both for achieving educational goals and for successful integration into the professional environment of a future specialist. The purpose of the study is to study the influence of self-leadership, self-management and self-esteem on the level of academic procrastination of engineering students. Materials and methods. The sample is represented by 138 students of the St. Petersburg State University of Architecture and Civil Engineering, the average age was 20 years. The following methods were used: «Questionnaire to determine the level of self-leadership», adapted by Kim E-sung, «Scale for assessing academic procrastination», adapted by M.V. Zverev, questionnaire «Ability to self-government» N.M. Peysakhova, test «Determination of the level of self-esteem» S.V. Kovaleva. Results. The self-leadership and self-management skills of engineering students are at the «above average» level, there is also an average level of procrastination, and a low level of self-esteem was found. Students' academic procrastination decreases with a high level of goal-setting ability (r=-0,19; p≤0,05), introspection (r=-0,19; p≤0,05), self-control (r=-0,20; p≤0,05). Procrastination increases when using the strategies of «self-reward» (r=0,18, p≤0,05) and «visualization of one’s own success» (r=0,19, p≤0,05), as well as with high self-esteem (r=0,23; p≤0,001). Girls are more likely to procrastinate, care about the quality of work, and reward themselves after achieving results than boys. The most significant contribution to the academic procrastination of engineering students is made by goal setting (B = -0,36) and «visualization of one’s own success» (B = 0,40). Conclusion. Academic procrastination is one of the common problems in education. Self-leadership as the ability for self-management has a significant impact on procrastination, reducing it. Further research into the phenomenon of self-leadership may contribute to the development of programs for developing selfmanagement skills, which will improve learning outcomes.

The Impact of Executive Dysfunction on Anxiety in Hearing-Impaired College Students: Smartphone Addiction as a Mediator and Academic Procrastination as a Moderator.

Hearing-impaired college students often rely on smartphones for information exchange and social interaction due to their hearing limitations, which may increase their risk of smartphone addiction. This study aims to explore the impact of executive dysfunction on anxiety levels in hearing-impaired college students, investigating smartphone addiction as a mediator and academic procrastination as a moderator. We conducted a questionnaire survey using the Executive Function Scale, the Anxiety Scale, the Smartphone Addiction Scale, and the Academic Procrastination Scale. The survey included 609 hearing-impaired college students from three universities in Jiangsu, Hunan, and Heilongjiang Provinces, China. After controlling for age, executive dysfunction was found to significantly predict higher anxiety levels in hearing-impaired college students. Additionally, smartphone addiction partially mediated the relationship between executive dysfunction and anxiety. Academic procrastination further moderated the relationship between smartphone addiction and anxiety. This study enhances the understanding of the complex interactions between executive dysfunction, smartphone addiction, and academic procrastination in contributing to anxiety among hearing-impaired college students. The findings offer valuable insights for developing strategies to promote the mental health of this population.

Systematic Review: Academic Procrastination in Students

Systematic Review: Academic Procrastination in Students

Investigating the Role of Psychological Capital in Academic Procrastination and Adjustment among Chinese University Students

Objectives: A close inter-connectivity of students with the virtual world through the Internet has been perceived as a major source of potential harm to students' academic life and activities. This study aimed to highlight the role of cognitive absorption and psychological capital on students' academic performance and academic procrastination with the mediation of cyberloafing. Aligned with the main theme of the research, the directly affected group, i. e., the students, were targeted as unit of analysis followed by quantitative primary data collection from them. Methods: The software SPSS with simple linear regression and hierarchal regression were selected for data evaluation and results derivation. Results: The study implied the facts that the psychological capital and cognitive absorption were significant for enhancing academic performance directly as well as indirectly. In the case of academic procrastination, the study encountered negative impacts on the academic procrastination and insignificant impact of psychological capital through cyberloafing. Conclusion: With these results, the study identified that the constructive psychological capital and a healthy cognitive absorption capacity was beneficial for students to maintain their performance and overcome their laziness in academic activities. Likewise, in this domain, cyberloafing is effective if utilized within the academic domain.