Academic Procrastination Scale Research Articles

Can fear of failure predict academic procrastination? A study of Indonesian university students

This study aims to determine the ability of fear of failure in predicting academic procrastination in students in Indonesia by involving 428 respondents (male = 52.63%). The instruments used are the academic procrastination scale and the fear of failure scale. Analysis of this research data uses a simple linear regression technique. This study showed that fear of failure affected academic procrastination significantly with a contribution value of 38.6% positive direction, while 61.4% was influenced by other factors not studied. Research confirms that students with high levels of fear of failure tend to have high levels of academic procrastination and vice versa

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety

Background and Aim: Math anxiety is a widespread problem for all ages worldwide; In international assessments and based on studies of international planning of students, most teenagers have reported anxiety and tension in math classes and when doing math exercises; Therefore, the present study was conducted to compare the effectiveness of Wales' metacognition training with Kabat Zain's mindfulness training on academic procrastination of students with math anxiety. Methods: In this research, a quasi-experimental research method of pre-test and post-test design was used with two experimental groups and one control group; The statistical population of this research includes all female students in the second year of high school in the 6th district of Tehran in the academic year 2021-2022. 45 people who met the criteria for entering the research were selected by multi-stage cluster sampling method and were randomly and equally divided into two experimental groups and one control group. The first experimental group underwent Wales metacognition training in 8 sessions of 60 minutes, and the second experimental group underwent mindfulness training in 8 sessions of 120 minutes, and the control group remained waiting without any intervention during this time. The research tools include Pleck and Parker's math anxiety questionnaire (1982) and Solman and Rothbloom's academic procrastination scale (1984). The data analysis of this research was done in two parts: descriptive (central and dispersion indices, skewness and kurtosis) and inferential (MANCOVA) using SPSS-23 software. Results: The results showed that both Wales metacognition training and Kabat-Zinn mindfulness training are effective on the academic procrastination of students with math anxiety. Also, the results indicated that these two treatments are effective on the academic procrastination of students with math anxiety. Conclusion: The results showed that the effectiveness of Kabat-Zinn mindfulness therapy on academic procrastination and its subscales is more than that of Wales' metacognitive therapy.

The role of the mediator of personality traits in the relationship between the family of origin’s Intimacy and academic procrastination

Aim: The aim of this study was to investigate the mediating role of personality traits in the relationship between the family of origin’s Intimacy and academic procrastination. Method: For this purpose, 300 male and female students of Babol Azad University completed the available family of origin’s Scale (FOS), Academic Procrastinationscale (APS) and measure five personality traits (NEO-FFI) questionnaires. Data were analized using path analysis, through Bootstrap test and structural equation modeling. Results: Based on the research findings, all personality traits neuroticism, extroversion, Openness, agreeableness and conscientiousness were able to play a mediating variable in relation to the family of origin’s Intimacy and academic procrastination. But, personality traits neuroticism had a negative effect. Conclusion: In fact, it can be said that in a healthy family, the growth of intimacy, and the development of self-confidence will lead to the formation of personality traits such as activism, conscientiousness and empathy, all of which, in turn, are effective in academic achievement and reducing academic procrastination. While people with traits of neuroticism with a greater sense of insecurity, anxiety, usually with conflict, prevent the creation of an environment full of happiness and reduce the sensitivity of people to each other, also reduces the trust between them. Also, instead of expressing emotions logically, with more aggressive and hostile behavior, they hinder acadamic achievement and increase procrastination.

O OLHAR DE GRADUANDOS SOBRE A PROCRASTINAÇÃO ACADÊMICA: CONHECENDO E INTERVINDO

ABSTRACT: This article aims to analyze the view of undergraduate health students concerning academic procrastination and how they perceived an intervention program aimed at self-management of the university experience as a coping strategy. It adopted Bandura's Cognitive Social Theory as its theoretical foundation, mainly the constructs of self-regulation of learning and self-efficacy. The research involved 299 students from the Physical Education, Physiotherapy, Nutrition, Occupational Therapy, Psychology, and Social Work courses being carried out in three stages: 1) Application of an Academic Procrastination Scale questionnaire and an identification form for the participants; 2) intervention in small groups in the form of workshops based on conversation circles; 3) individualized intervention. It was concluded that procrastination is a behavior present in the students' daily lives and that it becomes important to create spaces for reflection and learning to experiment with a strategy that facilitates coping. The group intervention showed potency, as it made it possible to listen and exchange experiences. In it, the participants were able to analyze procrastination beyond the individual aspects

Relationship between academic procrastination and self-esteem among dental students in Nellore, Andhra Pradesh: A cross-sectional study

Background: Procrastination is an extremely prevalent phenomenon and pernicious form of self-regulatory failure. Self-esteem is used to describe peoples' beliefs and feelings about their overall self-worth. Procrastinators have found to carry a heavy cost due to the inability to abide by these values, thereby affecting all domains of life. Purpose: The purpose of this study was to assess the relationship between academic procrastination and self-esteem among dental students in Nellore, Andhra Pradesh. Materials and Methods: A descriptive cross-sectional study was conducted from February to March 2021. The sample consisted of 505 dental students. Data were collected through a questionnaire using the Tuckman Academic Procrastination Scale and Rosenberg Self-esteem Scale. Data collected were analyzed using SPSS software version 14.0. Independent Student's t-test and Pearson's correlation test were performed. P < 0.05 was considered statistically significant. Results: The results indicated that a weak positive correlation (r = 0.02) existed between academic procrastination scores and self-esteem scores. There was a significant difference in mean academic procrastination scores and self-esteem scores among undergraduates and postgraduates. Undergraduates reported higher self-esteem (25.7 ± 1.93) and lower academic procrastination (25.2 ± 1.70) which were found to be statistically significant. Conclusion: The current study found that students who procrastinate more have comparatively lower self-esteem and those with high self-esteem procrastinate less.

The analysis of the relationship between exam anxiety and academic procrastination levels of 8th grade students

Bu araştırmada, 2018-2019 eğitim-öğretim yılında Kocaeli-İzmit İlçesinde öğrenim gören 8. sınıf öğrencilerinin akademik erteleme ile sınav kaygı düzeyleri düzeyleri arasındaki ilişki incelenmiştir. Araştırmaya 81 öğrenci katılmış ve kendilerine “Sınav Kaygı Ölçeği”, “Ortaokul Öğrencilerinin Akademik Erteleme Ölçeği” ve Demografik Bilgi Formu” uygulanmıştır. Verilerin analizinde normal dağılım varsayımının sağlandığı durumlarda iki grup ortalamalarının karşılaştırılması için bağımsız örneklem t testi; normal dağılım varsayımının sağlanmadığı durumlarda ise Mann Whitney U testi kullanılmıştır. İkiden fazla grup ortalamasının karşılaştırılmasında normal dağılım olan testlerde ANOVA; normal dağılmayan verilerde Kruskal Wallis H testi kullanılmıştır. Sürekli verilerde Spearman korelasyon analizi; kategorik verilerde Ki Kare analizi yapılmıştır. Araştırmada akademik erteleme davranışı erkek öğrencilerde daha fazladır ve öğrencinin yaşına, ekonomik durumuna, LGS süreci sonucunda girdiği liseye ve algılanan başarı durumuna göre farklılaşmamıştır. Sınav kaygısı ölçeği ve alt boyut puanlarından elde edilen skorlara göre erkek öğrencilerin gelecek ile ilgili endişeleri kız öğrencilerden fazladır. Diğer alt boyutlarda ve ölçek genelinde cinsiyete göre farklılaşma yoktur. Sınav kaygısı puanları öğrencinin yaşına, ekonomik durumuna, LGS süreci sonucunda girdiği liseye ve algılanan başarı durumuna göre farklılaşmamıştır. Akademik erteleme ile sınav kaygısı ve sınav kaygısı alt boyutları olan başkalarının görüşü, elecek ve hazırlanmak ile ilgili endişeler, zihinsel ve bedensel tepkiler ve genel sınav kaygısı alt boyutu arasında anlamlı bir ilişki bulunmamıştır. Akademik erteleme ile kişinin kendi görüşü alt boyutu arasında anlamlı, pozitif yönlü ve zayıf düzey bir ilişki vardır. Akademik erteleme, sınav kaygısı düzeyine göre farklılaşmamıştır.

Prediticing academic procastinantion in students: Perfectionism, general self-efficacy, and sociodemographic factors

Procrastination is frequently found in around 30% to 60% of college students. Research that examines academic procrastination is associated with adaptive-maladaptive perfectionism, general self-efficacy, and sociodemographic factors, expected to gain a comprehensive understanding of procrastination so that anticipatory and countermeasures can be implemented. The target population of this study was male and female college students from state and private universities. The questionnaire was distributed physically and digitally (google-form) to 208 participants using the snowball sampling technique. The research instrument consisted of the Academic Procrastination Scale (APS), The Frost Multidimensional Perfectionism Scale (FMPS), General Self-Efficacy (GSE), and questions on sociodemographic factors. All research instruments have been tested and met the criteria of validity and reliability. After the data cleaning and coding process, the data were assessed using multiple regressions dan hierarchical regression. The data analysis revealed that perfectionism and self-efficacy were generally predictors of procrastination. Similarly, from the results of model testing, all sociodemographic factors simultaneously affected procrastination, but gender was in line with influencing procrastination. Research findings show that procrastination was more motivated by many anxieties due to excessive attention to mistakes and doubts in acting. This research has limitations, namely the origin of the participating universities, primarily private universities rather than state universities. As a result, the level of variability of data sources tends to below. However, this study results can be followed up to address the issue of academic procrastination. Keywords: academic procrastination; adaptive and maladaptive perfectionism; general self-efficacy; sociodemographic

An Investigation into the Self-Handicapping Behaviors in Terms of Academic Procrastination

Academic procrastination in completing tasks often occurs in students. If left unchecked, it will affect emotional instability, attitudes, and daily behavior. One of the reasons behind it is the threat of self-esteem and self-image. Among the individual attitudes of emotional evasion and threatening self-esteem and self-image is self-handicapping. This study aims to determine the relationship between self-handicapping and academic procrastination in UIN Imam Bonjol Padang students. The research instrument used a self-handicapping scale and an academic procrastination scale. Data were analyzed using the Pearson correlation analysis technique. The results showed a significant number of 0.234 (p0.05), meaning no relationship between self-handicapping and academic procrastination in UIN Imam Bonjol Padang students.

Socio-demographic and educational factors associated with academic procrastination in Ecuadorian adolescents

This research aims to determine the factors associated with procrastination on a sample of 210 students of basic and baccalaureate education in Salcedo (Ecuador) with a mean of 13.81 of age and a standard deviation of 1.81 of age. The Academic Procrastination Scale (APS) was conducted based on gender, background (urban/ rural), academic year, economic status, after school activities (such as studying and supporting family businesses or simply studying). The findings show that economic status and day-to-day activities are significantly associated (p&lt; .05) with academic procrastination. Hence, those who procrastinate less are better off financially or support their family business. On the other hand, it was found that procrastination vary by school year. Results indicate that Academic Procrastination (AP) is particularly sensitive to socioeconomic, academic and family factors.

Academic Procrastination of High School Students During the Covid-19 Pandemic: Review from Self-Regulated Learning and the Intensity of Social Media

The Covid-19 pandemic has an impact on increasing procrastination of study assignments (academic procrastination) in Islamic Religious Education in Senior High Schools. This occurs because students have low self-regulated learning (SRL), and on the other hand, have high social media intensity. This study aims to examine the relationship between SRL and the intensity of social media with academic procrastination. This research is quantitative using the SRL scale, academic procrastination scale, and social media intensity questionnaire for data collection. The sample was determined using the Slovin formula in order to obtain a sample of 118 students. The data analysis technique used regression analysis. The results showed: 1) There was a significant negative relationship between self-regulated learning and academic procrastination with a value of r = -4.125 and a value of p = 0.00 (p &lt;0.05). 2) There is a significant positive relationship between the intensity of social media and academic procrastination with r=5.111 and p=0.00 (p&lt;0.05). 3) There is a significant positive relationship between self-regulated learning and the intensity of social media simultaneously with academic procrastination with a value of F=15.106 and a value of p=0.00 (p&lt;0.05). 4) The effective contribution (R2) of the two variables is 30.5%. Thus, self-regulated learning and the intensity of social media can be predictors of PAI's academic procrastination.

Typology of Perfectionists in the Context of Procrastination and Age among Female Students of Humanities

The study aims to find out the connection between perfectionists according to Parker (1997), Doktorová &amp; Piteková, (2020a) namely functional, dysfunctional perfectionists and non-perfectionists, academic procrastination, and age in female students. Two questionnaires were used during the research, namely the Frost's Multidimensional Perfectionism Scale (F-MPS) and the Procrastination Scale for Student population (PSS), which we administered to the research sample (N = 344) in the age span of 18 to 25. Through the non-hierarchical cluster analysis (k-means) we identified three types of perfectionists in the sample. The comparison of three types of perfectionism with academic procrastination showed statistically significant differences in the following way: the dysfunctional perfectionists achieved the highest score on the scale of academic procrastination compared with functional perfectionists and non-perfectionists. Furthermore, we did not identify statistically significant differences between typology of perfectionism and age.

KONTROL DIRI, DUKUNGAN SOSIAL TEMAN SEBAYA DAN PROKRASTINASI AKADEMIK PADA MAHASISWA TINGKAT AKHIR

This study aims to determine the relationship between self-control and peer social support with academic procrastination independently and simultaneously. The research respondents were 56 final year students, selected using a saturated sampling technique. The scales in this research are self-control, peer social support and academic procrastination scale. The results showed a significant relationship between the variables of self-control and peer social support with academic procrastination. Other results show that self-control and social support have a negative correlation with academic procrastination in final year students.

Mobile Phone Addiction and Academic Procrastination Negatively Impact Academic Achievement Among Chinese Medical Students.

The problem of mobile phone addiction and academic procrastination among medical students has been widely acknowledged. This study aimed to explore the influence of demographic factors on mobile phone addiction, academic procrastination, and academic achievement among medical students. Further, it investigated the association between mobile phone addiction, academic procrastination, and academic achievement. This cross-sectional study was conducted between May and June 2019. A total of 3 511 medical students participated in an online questionnaire survey (effective response rate = 81.7%). Demographic factors, the Scale of Academic Achievement, the short scale of the Mobile Phone Problem Use (MPPUS-10), and the Academic Procrastination Scale–Short (APS-S) were used. Hierarchical multiple regression analysis revealed that the average scores for academic procrastination, mobile phone addiction, and academic achievement were 2.66 ± 0.91, 5.13 ± 1.53, and 4.51 ± 0.71, respectively. Moreover, there were significant differences in gender, grade, leadership experience, and family monthly income across mobile phone addiction, academic procrastination, and academic achievement. Mobile phone addiction was negatively associated with learning dedication, learning performance, and relationship facilitation. Academic procrastination was negatively associated with learning dedication, learning performance, relationship facilitation, and objective achievement. Mobile phone addiction and academic procrastination was revealed as prevalent among Chinese medical students, and negatively influences their academic achievement. It is critical to establish a more efficient learning environment for Chinese medical students to minimize the negative impact of mobile phone addiction and academic procrastination.

The Effect of Self-Regulated Learning (SRL) On Academic Procrastination In Class XI Students of Senior High School 2 Purbalingga, Indonesia

Academic procrastination is one of the problems experienced by students, which is caused by feeling tired or bored. While on the other hand, students need the ability to organize themselves to achieve their goals. This study aims to determine the effect of self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The hypothesis proposed in this study is that self-regulated learning has a significant effect on academic procrastination in class XI students of SMA Negeri 2 Purbalingga. The sample of this research is the students of class XI SMA Negeri 2 Purbalingga with a total of 80 students. Data were collected by using several instruments in the form of academic procrastination scale and self-regulated learning scale. The academic procrastination scale has a reliability of 0.741 and a self-regulated learning scale of 0.744. The results of the analysis show that the calculated F is 146.734 with a coefficient of p = 0.000 (p&lt;0.01), t = -12.113. It can be concluded that the hypothesis is accepted, namely that there is a significant influence between self-regulated learning on academic procrastination in class XI students of SMA Negeri 2 Purbalingga and self-regulated learning. It has an effect of 65.3% on academic procrastination (R = square = 0.653). For educational institutions, the results of this study can be a contribution to the thought of psychology to design various learning methods that lead to the concept of self-regulation in student learning in order to reduce academic procrastination.

Hubungan Regulasi Diri dan Dukungan Sosial dengan Prokrastinasi Akademik pada Siswa di SMAN 1 Sunggal

This study aims to determine the relationship between self-regulation and social support on academic procrastination in SMA N 1 Sunggal students. The study population was 180 students. The research sample was 125 people, the sampling technique was random sampling method. This study uses three psychological scales, namely the Academic Procrastination scale, the social support scale, and the self-regulation scale. Multiple linear regression analysis method techniques. Based on the results of research and calculations of multiple linear regression analysis, it can be seen that (1) There is a significant negative relationship between Self-Regulation (X1) and Student Academic Procrastination (Y) at SMA N 1 Sunggal with a moderate level of correlation where the correlation coefficient value or contribution is 0.436 or 43.6%. (2) There is an insignificant negative relationship between Social Support (X2) and student Academic Procrastination (Y) at SMA N 1 Sunggal with a very low level of correlation, where the correlation coefficient value or contribution is 0.030 or 0.003%. (3) There is a relationship between Self-Regulation (X1) and Social Support (X2) together with Academic Procrastination (Y) in SMA N 1 Sunggal with a moderate level of correlation.

Group Counseling with Behavioral Contract Technique: Is It Effective to Reduce Academic Procrastination Among Junior High School Students?

This study aims at knowing the effectiveness of group counseling with the behavioral contract technique to reduce academic procrastination among junior high school students. This study was a quasi-experimental design with a pretest-posttest nonequivalent control group in Ma'arif 9 Way Jepara Junior High School, East Lampung, Lampung Province. It involved 14 students who were determined through the purposive sampling technique. The data collection technique used an academic procrastination scale. The validity of the scale was assessed with content validity of expert judgment. The reliability test result of the academic procrastination scale with the Alpha Cronbach formula was 0.854. This study employed the non-parametric statistical data analysis techniques of the Wilcoxon and the Mann-Whitney test. The results showed that the group counseling with the behavioral contract technique was effective to reduce academic procrastination among the VIII grade students as evidenced with the value of Z = -3.134, p-value = 0.002 (p <0.05).

Social Media Addiction as Correlates of Academic Procrastination and Achievement among Undergraduates of Nnamdi Azikiwe University Awka, Nigeria

Youths’ inquisitiveness draws and attracts them to innovations; social media is not different. Among undergraduates, the use of social media as an evolving way of life may have reached addiction level with its consequences. Given this disturbing situation, this study explored compulsive social media use as an encouraging factor in academic procrastination among students with its consequences on students’ academic achievement among undergraduate of Nnamdi Azikiwe University. Using a correlation design which was tested at 0.05 significance, the study evaluated the responses of 965 undergraduate students selected through cluster sampling during their examinations. Social Media Scale (SSMAS) and Academic Procrastination Scale (APS) was used as instrument for data collection. Academic achievement was measured using the students’ cumulative grade point. Data were analyzed using regression analysis and result revealed that 33.47% of the undergraduate exhibit high levels of academic procrastination, 42.70% exhibit a moderate level of academic procrastination 23.83% exhibit academic procrastination among undergraduate students. The result further indicated that social media addiction predicted both academic procrastination and academic achievement among the undergraduates. Based on the findings of the study, it was recommended among others, that students should be channeled into the proper use of social media for academic purposes irrespective of their gender with counseling services to help those with chronic or addictive use.

Mediating Role of Academic Procrastination between Emotional Intelligence and Academic Performance of Pakistani Youth

The purpose of this research was to measure the mediating role of academic procrastination between emotional intelligence and academic performance in Pakistani youth. In total, 347 youth were selected using multi-stage random sampling from three major cities of Punjab province in Pakistan (Rawalpindi, Lahore, &amp; Faisalabad). The average age remained [M (22.70+3.43)]. Two instruments were used; The Schutte Self Report Emotional Intelligence Test and Yockey Academic Procrastination Scale Short Form, while academic performance was calculated considering semester grade point average (SGPA). The results showed that emotional intelligence was significant positively correlated with academic performance. In mediation, Process Macro Hayes (2018) approach was used. The results showed that academic procrastination endured significant negative mediator in relationship of emotional intelligence and academic performance. The female youth were significantly higher in academic performance and emotional intelligence as compared to male youth, while male youth were significantly higher in academic procrastination. Emotional intelligence increases the academic performance and reduces academic procrastination among university students, while academic procrastination endured negative mediator between emotional intelligence and academic procrastination. Males have more prone towards academic procrastination and reported lower emotional intelligence and academic performance as compared to females. The limitations and future avenues were also discussed.

Personality traits, Self-Esteem and Academic Procrastination in Cameroon

This study investigates the link between personality traits, self-esteem and academic procrastination among university students in Cameroon. Participants are 291 students to whom three scales have been administered: the French version of the Big Five personality Inventory scale (Plaisant et al., 2010), the academic procrastination scale (Ghazal, 2012) and Rosenberg’s (1965) self-esteem scale. The survey was conducted both online via the Google Forms platform, and by administering the physical questionnaires. The results indicate that academic procrastination is significantly and negatively correlated with the personality factors of conscientiousness and openness to experience. On the other hand, the relation with neuroticism is positive and average. As for self-esteem, it is negatively correlated with academic procrastination. These results are among the first on the phenomenon in Cameroon and corroborate the conclusions of certain studies while differing from several others. Research perspectives are subsequently considered.

Academic Procrastination and Personality Traits in College Students

Procrastination is an intentional delay of intended course of action, in spite of an awareness of negative consequences. Personality traits are lot but in this research it is about the big five personality inventories i.e. OCEAN openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. These personality traits will reflect a person’s characteristics. The aim of my research is to study the academic procrastination and personality traits in college students. The objectives are to study the academic procrastination and personality traits in college students, to study the gender differences and grade differences in the level of academic procrastination and personality traits, to study the relationship between academic procrastination with personality traits in college students. The sample size is 100 including males and females and undergraduates and postgraduates. The tools used to analyze data are Academic procrastination scale and NEO-FFI personality inventory. The findings revealed that the hypothesis were accepted for the gender differences of the personality traits and of grade differences in one of the personality traits but hypothesis rejected for the other variable i.e. of academic procrastination. There was no significant relationship between academic procrastination and personality traits except for just one trait i.e. conscientiousness.