Academic Procrastination Tendency Research Articles

Social support and academic procrastination tendency for students working on thesis, COVID-19 context

The COVID-19 pandemic had several negative impacts, including delaying the thesis completion, which has increased compared to before the pandemic. This study aims to determine the relationship between social support and academic procrastination in students working on their thesis during the pandemic. There were 161 participants, and the purposive sampling technique was used. Furthermore, this study used a quantitative design with a correlational method. The hypothesis proposed a significant negative relationship between these students' social support and academic procrastination. Furthermore, the Tuckman Procrastination Scale and the Interpersonal Support Evaluation List were employed. Also, the data analysis was conducted using Statistical Product and Service Solutions (SPSS) version 24 for Windows. Before testing the hypothesis, several statistical tests were carried out, such as the assumption test, which included the normality and linearity test. The results showed a significant negative relationship between social support and academic procrastination in the students, and the correlation coefficient value obtained wasr = -0.380 and p = 0.000 (p <0.05). This indicates that the higher the level of social support obtained by students, the lower the academic procrastination behavior carried out, and vice versa. Therefore, the hypothesis in this study is accepted.

Social Support and Academic Procrastination Tendency for Students Working on Thesis in the Covid-19 Pandemic

Social Support and Academic Procrastination Tendency for Students Working on Thesis in the Covid-19 Pandemic

Impact of Social Media Usage on Academic Procrastination

This research study aims to discover the possible relationship between social media usage with academic procrastination exhibited by students. The multistage sampling technique was utilized and a sample of N=240 belonging to different educational levels (intermediate, graduate, and post-graduate), stratified by gender (boys=120 and girls=120), was drawn from various educational institutions in the Peshawar district. The researchers utilized Social Networking Time Use Scale:SONTUS (Olufadi, 2016) to measure the time spent by the subjects on social networking sites. Whereas the Academic Procrastination Scale: APS (McCloskey, 2011) was used to gauge the Academic procrastination level of the respondents. Results indicated significant positive correlation between social media usage and academic procrastination, r = 0.424; p less than 0.01. An inverse relationship of educational level with social media time usage and academic procrastination was also manifested, r=-.153; p less than0.01 and r = -.167; p less than 0.01. Moreover, there was no significant difference in academic procrastination tendency by gender F(1,238)= 1.334, P greater than .05.

The effect of phubbing, a behavioral problem, on academic procrastination: The mediating and moderating role of academic self‐efficacy

AbstractOur preoccupation with smartphones affects our attitudes. Our changing attitudes also create disruptions in our daily routines. Smartphones, the most common technological device we use, have exposed individuals to phubbing behavior. The behavioral problem we define as phubbing causes disruptions and procrastination in our academic responsibilities. In this study, the relationship between phubbing frequency and academic procrastination tendencies of students and the effect of academic self‐efficacy on this relationship were performed. For this purpose, in this study, the mediator and moderator role of academic self‐efficacy in the relationship between academic procrastination and phubbing was examined. The study group of the research consisted of 518 students in late adolescence from Turkey. 323 (62.4%) of the participants were females and 195 (37.6%) of them were males (Mage = 19.4 years). They completed questionnaires measuring phubbing tendency, academic procrastination, academic self‐efficacy, and personal information form. It was found that academic self‐efficacy was a partial mediator in the relationship between academic procrastination and phubbing. In addition, academic self‐efficacy also had a moderator effect. According to these results, it can be said that the acquisition of academic self‐efficacy can reduce the negative effects of phubbing, which is a behavioral problem, and the tendency to academic procrastination.

Gender, Socioeconomic Status, Cultural Differences, Education, Family Size and Procrastination: A Sociodemographic Meta-Analysis.

Procrastination describes a ubiquitous scenario in which individuals voluntarily postpone scheduled activities at the expense of adverse consequences. Steel (2007) pioneered a meta-analysis to explicitly reveal the nature of procrastination and sparked intensive research on its demographic characteristics. However, conflicting and heterogeneous findings reported in the existing literature make it difficult to draw reliable conclusions. In addition, there is still room to further investigate on more sociodemographic features that include socioeconomic status, cultural differences and procrastination education. To this end, we performed quantitative sociodemographic meta-analyses (k = 193, total n = 106,764) to fill this gap. It was found that the general tendency and academic procrastination tendency of males were stronger than females (r = 0.04, 95% CI: 0.02–0.05). No significant effects of differences in socioeconomic status (i.e., poor or rich), multiculturalism (i.e., Han nation or minorities), nationality (i.e., China or other countries), family size (i.e., one child or > 1 child), and educational background (i.e., science or arts/literature) were found to affect procrastination tendencies. Furthermore, it was noteworthy that the gender differences in procrastination tendencies were prominently moderated by measurements, which has a greater effect on the Aitken Procrastination Inventory (API) (r = 0.035, 95% CI: −0.01–0.08) than on the General Procrastination Scale (GPS) (r = 0.018, 95% CI: −0.01–0.05). In conclusion, this study provides robust evidence that males tended to procrastinate more than females in general and academic profiles, and further indicates that procrastination tendencies do not vary based on sociodemographic situations, including socioeconomic status, multiculturalism, nationality, family size, and educational background.

ACADEMIC PROCRASTINATION AND PERFORMANCE IN DISTANCE EDUCATION: A CAUSAL-COMPARATIVE STUDY IN AN ONLINE LEARNING ENVIRONMENT

Research indicates that academic procrastination is a common attitude among learners, and that it generally has a negative correlation with academic performance. The present quantitative causal-comparative study aims to determine the cause of differences, in terms of procrastination tendency, in academic performance among online learners. The study further investigates whether academic procrastination tendency significantly predicts the academic performance of online learners. The sample included a total of 333 online distance learners, from whom data were obtained through an online survey. Results showed that there was no statistically significant difference between male and female learners in terms of academic procrastination. Moreover, low procrastinators had better academic performance than that of high procrastinators, and learners’ academic procrastination tendencies significantly predicted academic performance. These results demonstrate that academic procrastination tendency is an important indicator for predicting the academic achievements of online learners.

Pre-Service Mathematics Teachers’ Levels of Academic Procrastination and Online Learning Readiness

This article aims to examine the relationship between the online learning readiness and academic procrastination behaviors of the pre-service mathematics teachers. In line with this research purpose, it is examined whether the online learning readiness and academic procrastination differentiate with regard to demographic variables such as gender, grade levels...etc.; and as well as that to technical problems occurs during the online learning process, the last minute course and the instructors’ impact during the course study process. This research has been conducted with 314 pre-service mathematics teachers that currently attending the Faculty of Education of different universities in Turkey. The relevant analyses revealed that there is a low-level significant relationship between the academic procrastination tendency and online learning readiness. Besides, the scores of academic procrastination tendency and online learning readiness are found higher among males, first graders, those who have access problems and those who think an instructor is a determinant. The research findings are discussed within the light of related literature.

Konseling sebaya untuk menurunkan kecenderungan prokrastinasi akademik pada siswa

Academic procrastination can be stated as a procrastination tendency to start up or finish an academic assignment; thus, if the behavior is allowed, it will give bad impacts to the students. Therefore, it is needed a way that can be used to decrease the academic procrastination of the Senior High School (SMA) students, in which it is by using the peer counseling. This research aimed at discovering the effectiveness of peer counseling to decrease the academic procrastination tendency on the 11th grade students of Senior High School (SMA). This research was a quasi-experimental research using the pre-test post-test control group design. The research subjects were determined by using the purposive sampling, in which there were 20 students that consisted of 10 students of experimental group and 10 students of control group. The data collection method used the Tuckman Procrastination Scale (TPS) which analyzed by using the Wilcoxon analysis test and the Mann Whitney test. The research results showed that there was a difference on the score of academic procrastination (Z = -3,445; ρ = 0,001<0,05). Therefore, it can be concluded that the peer counseling can be used to decrease the academic procrastination tendency on the 11th grade students of Senior High School (SMA).

Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time

ABSTRACTUniversities in the EFL context aim to foster graduates who can use English in the workplace. Regardless, university students’ insufficient amount of out-of-class study time is a major issue. This problem may stem from learners’ lack of learning skills, low levels of learning motivation, and high levels of academic procrastination. Self-coaching skills have the potential to tackle this problem. In this study, we introduce how self-coaching skills training can be applied in the EFL classroom while drawing on relevant literature in ELT. Respecting the diverse characteristics of learners, we grouped participants into different trajectories based on levels of intrinsic motivation, self-regulated learning skills, and academic procrastination tendencies at four different data collection points throughout a required 15-week EFL course. Quantitative data revealed five trajectories in which we examined how self-coaching skills training through self-questioning influenced out-of-class study time in two representative trajectories. Quantitative data also pointed out positive associations between increases in self-coaching skills and out-of-class study time for both trajectories. Our qualitative data analysis results suggested a necessity of providing students with opportunities for gaining deeper understandings of the psychological aspects of language learning to better learning experiences and learning outcomes for the different types of learners.

Error processing deficits in academic procrastinators anticipating monetary punishment in a go/no-go study

Procrastination is a failure of self-regulation in which people delay some actions despite knowing that their behavior will lead to discomfort. Although some previous studies have revealed a significant relationship between procrastination, impulsivity and poorer executive control, and indicated that encountering negative emotions escalates procrastination, this evidence has mainly come from questionnaire-based research. This study aimed at investigating executive control in individuals with high and low academic procrastination tendencies using monetary go/no-go task that was performed in three following contexts: punishing for errors, rewarding correct responses, and a neutral condition. Results revealed executive dysfunction in academic procrastinators in the context of aversive motivation. Specifically, in the punishment condition this group showed reduced post-error-slowing and longer reaction times than low procrastinating controls. However, the two groups did not differ with regard to various indicators of executive control in the neutral and reward conditions. Questionnaires revealed greater susceptibility to punishment in high than low procrastinating students but there were no group differences in the sensitivity to reward. This study suggests that error-processing deficits occurring in emotionally negative contexts may hinder adjustments of faulty behaviors in procrastinators and reduce their level of performance and intensify negative emotions by means of a vicious cycle.

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Variables That Predict Academic Procrastination Behavior in Prospective Primary School Teachers

This study aimed to examine the variables predicting academic procrastination behavior of prospective primary school teachers and is conducted using the correlational survey model. The study group is composed of 294 undergraduate students studying primary school teaching programs in faculties of education at Adnan Menderes, Pamukkale, and Mugla Sitki Kocman Universities in Turkey. The data collection instruments used were the Procrastination Assessment Scale Students (PASS), Academic Self-Efficacy Scale (ASES), and Academic Motivation Scale (AMS). While analyzing the gathered data, descriptive analysis techniques were utilized. Moreover, while analyzing the data, power of variables namely reasons of academic procrastination, academic motivation, and academic efficacy to predict prospective primary school teachers’ academic procrastination tendencies were tested. For that purpose, stepwise regression analysis was employed. It was found that nearly half of the prospective primary school teachers displayed no academic procrastination behavior. Participants’ reasons for procrastination were fear of failure, laziness, taking risks, and rebellion against control. An average level significant correlation was found between participants’ academic procrastination and other variables. As a result, it was identified that prospective primary school teachers had less academic procrastination than reported in literature and laziness, fear of failure, academic motivation predicted academic procrastination

Rational Emotive Behavior Based on Academic Procrastination Prevention Training Programme of Effectiveness

Accepted: 12.01.2016 The research is an experimental study which has experimental and control groups, and based on pre-test, post-test, monitoring test model. Research group consists of second and third grade students of Primary School Education and Psychological Counseling undergraduate programmes in Giresun University Faculty of Educational Sciences. The research group was formed among the students whose academic procrastination tendency is middle or high, by using academic procrastination scale. 60 students, whose academic procrastination tendencies are medium and high level, were identified. 24 students, who volunteered to participate to the study, were appointed randomly to the experimental and control groups. Academic procrastination scale was used to collect data. Scales were given to experiment and control groups as pre-test. A prevention of academic procrastination program which developed by the researcher based on Rational Emotive Behavioral Approach was applied to the experimental group. Control group was not given any training. After the training the of experiment group, post-test measurements were taken. And also 30 days after the experimental training, follow-up measurements were taken. Data were analyzed using Analyzis of Nonparametric. In the result of the applied program, a significant difference was found in favor of experiment group in academic procrastination. The results were interpreted in the light of the literature considering effects of Rational Emotive Behavioral Approach on academic procrastination.

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and academic stress, male students have higher percentage than female students.

Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines

This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.

Individual differences in academic procrastination tendency and writing success

This study examined the relation between academic procrastination tendency and student writing success. We found that the tendency to procrastinate on writing tasks was associated with general anxiety, anxiety about writing the paper, writing the paper later than usual, less satisfaction with writing the paper, and lower grades. Additionally, receipt of feedback on writing was associated with better writing outcomes for high procrastinators. These results have implications for understanding academic procrastination and the use of academic interventions to address procrastination.