Academic Procrastination Behavior Research Articles

Türkçe Öğretmeni Adaylarının Akademik Erteleme Davranışları ile Akademik Öz Yeterlikleri Arasındaki İlişkinin İncelenmesi

Bu arastirmanin amaci, Turkce ogretmeni adaylarinin akademik erteleme davranislari ve akademik oz yeterlikleri ile ilgili gorusleri arasindaki iliskiyi belirlemektir. Calismada iliskisel tarama modeli kullanilmistir. Arastirmanin orneklemini Turkiye Istatistik Kurumu (TUIK) tarafindan ortaya konan istatistiki bolge birimlerinden secilen 13 ilde bulunan devlet universitelerindeki egitim fakultelerinin Turkce ogretmenligi programlarinda 2017-2018 egitim-ogretim yilinda ogrenim gormekte olan 4. sinif ogrencisi 557 Turkce ogretmeni adayi olusturmaktadir. Arastirmada, veri toplama araci olarak “Kisisel Bilgi Formu”, “Akademik Erteleme Davranisi Olcegi” ve “Akademik Oz Yeterlik Olcegi” kullanilmistir. Turkce ogretmeni adaylarinin akademik erteleme davranisi duzeyleri incelediginde; Sorumsuzluk (X =2.62), Akademik Gorevin Algilanan Niteligi (X =2.31), Ogretmenlere Iliskin Olumsuz Algi (X =3.15), Akademik Mukemmeliyetcilik (X =2.77) boyutlarinin ortalamalarin dengeli dagildigi, Turkce ogretmeni adaylarinin, Akademik Gorevin Algilanan Niteligi boyutunda dusuk duzeyde ve diger boyutlarda orta duzeyde bir puana sahip olduklari tespit edilmistir. Turkce ogretmeni adaylarinin akademik oz yeterlik duzeyleri incelendiginde, Bilissel Uygulamalar (X =3.21), Sosyal Statu (X =2.83), Teknik Beceriler (X =3.02) boyutlarinin ortalamalarinin dengeli dagildigi ve puanlarin orta duzeyde oldugu saptanmistir. Akademik Erteleme Davranisi Olcegi genel aritmetik ortalamasinin orta duzeyde oldugu (X =2.61), Akademik Oz yeterligin genel aritmetik ortalamasinin da orta duzeyde oldugu (X =3.07) tespit edilmistir. Arastirma sonucunda, akademik erteleme davranisi ile akademik oz yeterlik arasindaki negatif yonde dusuk seviyede iliski tespit edilmistir. Akademik oz yeterligin akademik erteleme davranisini yordayip yordamadigina bakildiginda Teknik Beceriler haric diger akademik oz yeterlik boyutlarinin akademik erteleme davranisini yordadigi gorulmustur.

A Study on the Gender Differences in the Use of Smart Media and SNS Fatigue of University Students: Focusing on the Moderating Effects of Gender on Academic Procrastination Behaviors and Learning Flow

A Study on the Gender Differences in the Use of Smart Media and SNS Fatigue of University Students: Focusing on the Moderating Effects of Gender on Academic Procrastination Behaviors and Learning Flow

생활스트레스와 자기통제력이 학업지연행동에 미치는 영향: 자기자비의 조절된 매개효과

생활스트레스와 자기통제력이 학업지연행동에 미치는 영향: 자기자비의 조절된 매개효과

Group Counseling with The Gestalt Technique to Reduce Academic Procrastination

The objective of this study was to determine the effectiveness of group counsel-ing with the Gestalt approach to diminish academic procrastination behavior in high school students. This research is experimental research with a posttest only control group design. The study population was students in four high schools that were indicated to have high academic procrastination behavior. A total of 61 students who were identified as having high academic procrastination behavior were directly made into sample members. Samples from each school were ran-domly divided as an experiment group and a control group at each school. Aca-demic procrastination behavior data before and after treatment were analyzed us-ing the Academic Procrastination Behavior Measurement Instrument, while the hypothesis was tested using a t-test. The result shows that group counseling with the Gestalt approach was effective in overcoming the academic procrastination behavior of high school students.

Effects of dysfunctional attitudes and depression on academic procrastination: does self-esteem have a mediating role?

ABSTRACT The aim of this study was to test a theoretical model of the mediating role of self-esteem in the relationship between academic procrastination behaviour, dysfunctional attitudes and depression. The sample comprised 615 female (71.3%), 242 male (28.1%) and 5 undergraduate students who did not specify their gender (0.6%), who were attending a state university located in the northern region of Turkey. Data were collected using the Personal Information Form, Academic Procrastination Scale, Dysfunctional Attitudes Scale, Beck Depression Inventory and Rosenberg Self-Esteem Inventory. Dysfunctional attitudes, depression and self-esteem were found to explain academic procrastination.

The Relationship between Intolerance for Uncertainty and Academic Procrastination Behavior among Lifelong Education College Students: The Mediation Role of Avoidance-Distractive Emotion Regulation and Multi-group Analysis by Age Group

The Relationship between Intolerance for Uncertainty and Academic Procrastination Behavior among Lifelong Education College Students: The Mediation Role of Avoidance-Distractive Emotion Regulation and Multi-group Analysis by Age Group

The relationships among prospective teachers’ teacher efficacy with their levels of academic motivation, academic procrastination, and anxiety about the Public Personnel Selection Examination (PPSE)

The purpose of this study was to determine the relationships among the prospective teachers’ teacher efficacy and their level of academic motivation, anxiety of PPSE academic procrastination levels. The research was designed as correlational survey method. The sample of the research was composed of 187 prospective teachers. According to the results of the study, there was a low and positive correlation between teacher efficacy and academic procrastination behaviors and also moderate and positive correlation with academic motivation levels of the prospective teachers. In addition, teacher candidates' academic procrastination behaviors, academic motivations and PPSE concerns explained 22% of the teacher efficacy of candidates.

PROKRASTINASI AKADEMIK MAHASISWA FKIP UNIVERSITAS RIAU

The purpose of this study was to look at the description of academic procrastination of FKIP students at Universitas Riau. Academic procrastination is the behavior of delaying or avoiding starting to do academic work by stalling, causing discomfort. Data collection in this study was carried out using quantitative techniques through the Academic Procrastination Scale-Short Form. The results showed that students' academic procrastination was in the medium category. Even though they are in the medium category, institutions, lecturers, and students need to be more vigilant in avoiding academic procrastination behavior and avoiding the adverse effects of such behavior.

Efficacy of Cognitive Behaviour Therapy on Academic Procrastination Behaviours Among Students Enrolled in Physics, Chemistry and Mathematics Education (PCME)

This study assessed the efficacy of a CBT-based program in the reduction of undergraduate students’ academic procrastination behaviors. Pre-test post-test randomized control trial experimental design was adopted by the researchers for the study. Sixty-four (64) physics, chemistry and mathematics education undergraduate students who were drawn through proportionate stratified random sampling technique constituted the sample for the study. The students were randomly assigned to experimental (34) and control (30) groups. Procrastination Assessment Scale for Students (PASS) Academic Procrastination Behavior Scale (APBS) were used for data collection. PASS and APBS were properly validated by experts in test development and the internal consistency reliability indices of the items estimated as 0.78 and 0.83 respectively using Cronbach Alpha method. Before the commencement of the testing and treatment package, the researchers assured the participants of confidentiality of interactions and personal information as they work together in self-disclosure. Thereafter, pre-treatment assessment (pre-test) was conducted using the PASS and APBS in order to collect baseline data (Time 1). After that, the experimental group was exposed to 90 min of the CBT program twice a week for a period of 6-weeks. The treatment took place between September and November 2018. Post-test (Time 2) assessment was conducted 1 week after the last treatment session. Besides, a follow-up assessment was conducted after 2 months of the treatment (Time 3). Data collected were analyzed using repeated-measures analysis of variance. The findings of the study revealed that: the efficacy of cognitive behavior therapy on the reduction of academic procrastination among physics, chemistry and mathematics undergraduate students, was significant at posttest and follow-up measures. One of the implications of the findings is that if undergraduate students are not properly counseled, their procrastination behaviors will continue to increase. Based on the findings, it was recommended among others that Federal government or relevant education authorities should provide enough guidance counselors in the various institutions of higher learning who will assist in the counseling of the students on the dangers of academic procrastination using CBT.

Mereduksi Disfungsional Prokrastinasi Akademik Melalui Layanan Konseling Kelompok Dengan Teknik Behavior Contract

The purpose of this study are: 1. Describe the activities of researchers in carrying out group counseling services with behavior contract techniques in reducing the dysfunctional academic procrastination of students of class XI MIPA 2 Senior High School 1 Jakenan, 2. Reducing the dysfunctional behavior of academic procrastination after getting counseling group behavior counseling services for students class XI MIPA 2 SMAN 1 Jakenan. This research was designed using the guidance and counseling action research (PTBK) with the subject of 8 students of class XI MIPA 2 of SMAN 1 Jakenan who have dysfunctional problems of academic procrastination. This type of research is Guidance and Counseling Action Research. Subjects studied were students of class XI MIPA 2 of SMAN 1 Jakenan, as many as 8 students who had dysfunctional academic procrastination behavior Dysfunctional academic procrastination in students can be reduced after group counseling services are provided with a behavior contract technique. This is evident from the pre cycle results obtained an average of 21 with a very high category. While the first cycle obtained an average score of 35 with enough categories. In the second cycle the second cycle obtained a score of 49 with a very low category.

Achievement Goal Orientation and Learning Flow as Improvement Factors in Academic Procrastination Behavior among College Students

Achievement Goal Orientation and Learning Flow as Improvement Factors in Academic Procrastination Behavior among College Students

Academic procrastination behavior in university students: can some individual and environmental variables be a factor?

Academic procrastination behavior in university students: can some individual and environmental variables be a factor?

Study on conscientiousness, academic self-efficacy and self-esteem predictive power on academic procrastination among counselling students

The purpose of this study is to investigate the predictive effect of Conscientiousness, Academic Self-Efficacy and Self-Esteem on Academic Procrastination among Counselling Students. Three hundred students studying Counselling in a College of Education in Nigeria, West Africa were selected through the simple random method and completed the measures of Conscientiousness, Academic Self-efficacy, Self-esteem, and Academic Procrastination. The result from the correlation matrix and hierarchical regression model shows that academic procrastination behavior of students is explained by conscientiousness, academic self-efficacy, and self-esteem. It was also shown from the model that all the predictor variables contributed 54% of the total variance in academic procrastination among counselling students. Research results are discussed in the light of related literature and practicable recommendations were provided.

Behavioral Counseling Effectiveness Behavior Contract Technique to Decrease Behavior Academic Procrastination of Students

In this study aims to: (1) determine the effectiveness of behavioral counseling behavior contract techniques in reducing the academic procrastination behavior of class XII IPS MAN 2 Banyuwangi students; (2) find out the differences between students of class XII IPS MAN 2 Banyuwangi between the experimental group and the control group that did not receive treatment. The design used is non-equivalent pretest-posttest control group. The sample of this study was 20 students of class XII IPS MAN 2 Banyuwangi which were divided into 2 groups. Academic procrastination behavior was measured using an academic procrastination behavior questionnaire. The data that has been obtained is then analyzed using descriptive analysis. The results showed that: (a) first, the tcount at the output showed the number 27,976 this meant a decrease. If t arithmetic> T table, then H0 is rejected. Which means 27,976> 1,833, thus because H0 is rejected, Ha is accepted, where Ha reads "Behavior Counseling Behavior Contract technique is effective against decreasing academic procrastination behavior of students of class XII IPS MAN 2 Banyuwangi," (b) The results of both studies indicate t-KE ≠ tcount KK (31,771 ≠ 10,801). Therefore, because H0 was rejected, Ha was accepted, where Ha reads "There is a difference in effectiveness between the experimental group that received treatment and the control group that did not receive treatment in reducing the behavior of students' academic procrastination". So it can be concluded that between the experimental group with the control group there are very differences. The final results of this study indicate that the Behavior Counseling Behavior Contract technique can reduce and prevent students' academic procrastination behavior with an increase of 27%.

EFEKTIVITAS KONSELING KELOMPOK DENGAN TEKNIK SELF MANAGEMENT UNTUK MENGURANGI PERILAKU PROKRASTINASI AKADEMIK SISWA DI SMA NEGERI 3 TARAKAN

The formulation of the problem in this study is whether group counseling with self management techniques is effective to reduce students’ academic procrastination behavior at Tarakan 3 public high school. This study aims to determine how effective group counseling with self management techniques is to reduce students’ academic procrastination behavior at Tarakan 3 public high school.This type of research is a quantitative approach that is experiment. This study uses an untreated control group design with dependent pretest and posttest design. The population in this study is 143 class XI students at SMA Tarakan and a sample of 20 class XI students in SMA Tarakan. Data collection methods in this study use the scale of academic procrastination with likert scale. Data analysis techniques in this study are descriptive statistical techniques and test hypotheses using MIXED ANAVA assisted by SPSS 24.0 for windows program. Based on the results of the study before and after the treatment, obtained the results of calculation of hypothesis testing by looking at the table subject effect obtained F value = 157.370 and p value = 0,00 (p0,05) and in the table pairwise comparisons shows that in the experimental group is significant (MD=-19.600; p0,05) and in the control group showed that is was not significant (MD=- 2.400; p0,05). Based on the results of mixed anova (anava mixed design) test management using SPSS 24.00 for windows it can be coucluded that group counseling with self management techniques can reduce students’ academic procrastination behavior at Tarakan 3 public high school. Keyword: group counseling, self management, academic procrastination

An Examination of Academic Procrastination Behavior In Pre-service Teachers

It is important to
 identify academic procrastination behaviours disrupting the educational life of
 students, it is also important to determine the academic procrastination
 tendencies and underlying causes in teachers and pre-service teachers, who are
 an inseparable part of the education environment. The aim of this research was
 to examine several variables of academic procrastination behaviour in a group
 of 113 pre-service teachers studying in the Physical Education and Sports
 Teaching Department of Anadolu University. The Academic Procrastination
 Inventory developed by Aitken (1982) and adapted to Turkish by Balkis (2006)
 was used in the study. In the analyses of the data, arithmetic means, standard
 deviation, t-test and ANOVA analysis were used. According to the results
 obtained, no significant difference was determined between the levels of
 academic procrastination of the pre-service teachers according to gender, year
 of study, the department selected for study, parental level of education or the
 perceptions of academic success. When the times that the pre-service teachers
 preferred to study lessons were examined, a significant difference was
 determined, with those preferring to work in the evening showing a lesser
 tendency for academic procrastination.  

An Investigation of Students Studying at the University in Science, Mathematics and Social Programs, Metacognitive Skills, Academic Perfectionism and Academic Procrastination Behaviors by Various Variables

Bu çalışmanın amacı; farklı bölümlerde okuyan üniversite öğrencilerinin yürütücü biliş becerilerinin, akademik mükemmeliyetçiliklerinin ve akademik erteleme davranışlarının; cinsiyet, algılanan başarı durumu, lise diploma notu, ÖSYM puanı ve genel not ortalaması değişkenlerine göre incelenmesidir. Nicel araştırma yönteminin benimsendiği bu çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmaya 2018 yılında Balıkesir Üniversitesinde öğrenim gören üniversite öğrencilerinden 210 kadın (%52,5) ve 195 erkek (%47,5) olmak üzere 405 öğrenci katılmıştır. Bu çalışmada öğrencilerin yürütücü biliş becerilerini ölçmek için Yürütücü Biliş Becerileri Ölçeği (YBBÖ), akademik mükemmeliyetçiliklerini ölçmek için Akademik Mükemmeliyetçilik Ölçeği (AMÖ) ve akademik erteleme davranışlarını ölçmek için ise Akademik Erteleme Ölçeği (AEÖ) kullanılmıştır. Araştırmanın verilerinin analizinde Pearson Momentler Çarpımı Korelasyonu, t testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmanın sonucunda; akademik erteleme davranışında erkek öğrenciler lehine bir farklılık olduğu ve yürütücü biliş becerilerinde ise kız öğrencilerin lehine anlamlı bir farklılık olduğu bulunmuştur. Ayrıca algılanan başarı düzeyi düşük olan öğrencilerin akademik erteleme davranışlarının yüksek olduğu, algılanan başarı düzeyi yüksek olan öğrencilerin ise yürütücü biliş becerilerinin yüksek olduğu bulunmuştur. Araştırmada transkript ve lise diploma notu düşük olan öğrencilerin akademik erteleme davranışlarının daha fazla olduğu belirlenmiştir. Yürütücü biliş becerileri yüksek olan öğrencilerin transkript notlarının da yüksek olduğu ve ÖSYM puanı düşük olan öğrencilerin daha mükemmeliyetçi olduğu görülmüştür. Buna ek olarak bu araştırmada akademik erteleme davranışı ile yürütücü biliş becerileri arasında negatif yönlü bir korelasyon (r=-.39) olduğu bulunmuştur. Fen alanında okuyan öğrencilerin, Sosyal alanda okuyan öğrencilere göre daha fazla akademik erteleme davranışı sergilediği tespit edilmiştir. Ayrıca matematik alanında okuyan öğrencilerin diğer alanlarda okuyan öğrencilere göre daha mükemmeliyetçi oldukları bulunmuştur.

Solution Focused Brief Counseling (SFBC): Study in Students with Academic Procrastination

This research was motivated by preliminary research findings which show the level of academic procrastination among the students of Islamic Religious Education Department (PAI) of the Faculty of Tarbiyah and Teacher Training (FTIK) of the State Institute of Islamic Studies (IAIN) Pontianak at 71.88% which is in the high category, even at 8.75% which is in the very high class and the findings of several studies which stated that SFBC effectively overcomes various psychological problems . The research aims to prove the effectiveness of the Treatment Model of Academic Procrastination based on FSBC to reduce the behavior of academic procrastination among students who are writing their undergraduate thesis. In practice, this research used the Research and Development (R&D) approach and the model effectiveness testing, which was is conducted with One Group Pretest-Posttest Experimental Design. The data were collected using a questionnaire and analyzed using percentages and t-test. The results showed that the outcomes of the pretest-posttest average score decreased by 36.533 (from 231.666 to 195.133). Furthermore, the SFBC Model t-test showed a significance value of 0.00 (less than the alpha value of 0.05). Thus, the SFBC is sufficient to reduce the behavior of academic procrastination among the students of the Department of Islamic Religious Education (PAI) of the State Institute of Islamic Studies (IAIN) Pontianak.

Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students

Academic procrastination has been one of the major problems among students from different levels of education, specifically for college students. The purpose of this study is to examine the effect of problem solving skill, a kind of cognitive skill, as well as academic motivation on academic procrastination behaviors of university students. In this explanatory correlational research study, 509 college students who enrolled in an extensive English language program at a public university in Turkey were included. As data collection tools, Tuckman procrastination scale, academic motivation scale and problem solving skill inventory were used. After testing our proposed theory through Structural Equation Modelling (SEM), we found that problem solving skill had a strong effect on academic procrastination. We provided evidence showing that academic procrastination was a function of problem solving skill and academic motivation, rather than driven by intrinsic or extrinsic motivation. The current study emphasizes that academic procrastination behavior is related to the problem solving skill and presents a different perspective that should be taken into consideration in dealing with academic procrastination behaviors.

Self-Instruction Technique in Group Counseling to Reduce Students’ Academic Procrastination Behavior

The purpose of this study was to determine the effectiveness of self-instruction technique in group counseling to reduce academic procrastination behavior. Purposive sampling technique was administered followed then by random assignment to determine the participants. The scale which is used 44 items from the Procrastination Assessment Scale for Students (PASS) that had previously been adapted and tested for the validity and reliability with Cronbach alpha 0.91. From the data, the score of academic procrastination behavior was obtained. Then it was categorized into three categories high, moderate, and low academic procrastination. The pre-test posttest control group design was applied to 14 students. Based on the independent t-test result, after being treated with self-instruction technique in group counseling, there were differences in the pretest mean of 84.00 and the posttest mean of 69.28. These results indicate a decrease in academic procrastination approximately 14.71, meaning that academic procrastination through the self-instruction technique decreased by 17.51%. Thus, this research shows that group counseling self-instruction technique effectively reduces academic procrastination behavior.