Procrastination Research Articles

Academic procrastination and self-efficacy of nursing students at the College of Nursing, ABHA, King Khalid University

Academic procrastination and self-efficacy of nursing students at the College of Nursing, ABHA, King Khalid University

Academic procrastination and self- efficacy among nursing students at the College of Nursing, ABHA, King Khalid University

Academic procrastination and self- efficacy among nursing students at the College of Nursing, ABHA, King Khalid University

Modeling the Impact of Childhood Trauma on Academic Procrastination with Identity Crisis Mediation in Female High School Students

Modeling the Impact of Childhood Trauma on Academic Procrastination with Identity Crisis Mediation in Female High School Students

Research on Academic Procrastination at ICSE Board School

Research on Academic Procrastination at ICSE Board School

The Group-based Compassion-focused Intervention on Academic Procrastination, Anxiety, and Quality of Life of University Students: A Controlled Trial With 3-month Follow-up

Objectives Procrastination is one of the critical issues for university students and is associated with various psychological problems. This study examined the effectiveness of group compassion-focused intervention on procrastination, anxiety, and quality of life of (QoL) university students. Methods This research is an experimental study of clinical trial type. The study participants were 40 students of Iran University of Medical Sciences selected by a convenience sampling method. After obtaining informed consent, they completed the demographic questionnaire; academic procrastination questionnaire; depression, anxiety, and stress scale-21 (DASS-21); and personal wellbeing index–adult (PWI-A), before, immediately after, and three months after the intervention. The experimental group received eight 120-minute sessions of group compassion-focused therapy once a week, while the control group received no intervention. The data were compared using GLM repeated measures analysis of variance (GLMRM). Results Regarding procrastination, there is no significant difference between the average preparation for assignments and the tendency to change people›s procrastination at different evaluation times. However, the interaction effect of time and group has a significance level smaller than 0.05, indicating a significant difference between the average preparation for the tasks of the experimental and control groups at different evaluation times (F=4.439, P=0.043). The effect size of 0.115 indicates a moderate effect. There is also a significant difference between the procrastination tendency of the experimental and control groups at different evaluation times (F=8.348, P=0.007). The effect size of 0.197 indicates a moderate effect. Also, there is a significant difference between the experimental and control groups› average anxiety (F=35.62, P=0.000) and quality of life (F=14.57, P=0.001) at different evaluation times. The size of the effect indicates its strength. Conclusion Group compassion-focused intervention can be used as an effective therapy in working with students. However, more studies are needed to examine and compare other variables with other evidence-based treatments.

Research Investigation on the Psychological Effects of Procrastination on Students in Icse Schools

Procrastination is a self-defeating pattern of behaviours, it may also be perceived as having a psychological benefit, particularly for perfectionists since it shields the person from feelings of shame, guilt, and fear of failing. Devoting energy to other chores, such as organizing or cleaning, instead of disagreeable labour helps procrastinators avoid feeling unproductive, even though they will eventually pay a price for it. Academic procrastination, which is classified as a domain-specific behaviour, describes students' propensity to put off or postpone finishing assignments that have a set deadline, such as writing an essay, doing their homework, or preparing for an exam.

Academic procrastination among prospective teachers in relation to certain demographic variables

Academic procrastination among prospective teachers in relation to certain demographic variables

Procrastinação, Gestão do Tempo e Autoeficácia em Estudantes Universitários

Abstract This study sought to verify whether there are differences in rates of procrastination, time management and self-efficacy among university students when scores are controlled by sex or by period of education, and whether self-efficacy scores have predictive power on time management and procrastination. 800 university students participated in the study. The instruments used were the Academic Procrastination Motives Scale, Time Management Inventory and Self-efficacy Scale in Higher Education. A MANOVA test with post-hoc t tests and a structural equation model were performed. Self-efficacy was able to successfully predict procrastination and time management behaviors. A higher rate of procrastination behavior was identified among women at the end of the course when compared to beginners, and a lower rate of procrastination among male students than among female ones. The study is concluded by underlining the importance of programs to foster these skills among undergraduates.

Epidemiology of Work Place Stress among Medical Educators in Pathanamthitta District, Kerala, India

Abstract Objective: To assess the prevalence of workplace stress and its correlates amongst medical educators in Pathanamthitta district, Kerala. Materials and Methods: A study was conducted amongst medical teachers of both genders, in the age group of 20–70 years, in Pathanamthitta district, Central Kerala, from June 2022 to December 2022. Results: About 7.2% and 4.5% of the study participants experienced severe and potentially dangerous levels of stress. Age group, excessive additional duty, lack of research and personal growth opportunities, work–home conflict and lack of self-motivation were some of the risk factors for workplace stress amongst study participants. Conclusion: Workplace stress is prevalent amongst medical educators. Many variables that have emerged as risk factors of academic procrastination amongst study participants are modifiable.

Development of a Counseling Package Based on the Lived Experiences of Middle School Girls for Preventing Academic Procrastination

Development of a Counseling Package Based on the Lived Experiences of Middle School Girls for Preventing Academic Procrastination

The Impact of Academic Procrastination on Students' Performance in Indian School Education Systems: A Special Research Analysis-Vision 2045

The Impact of Academic Procrastination on Students' Performance in Indian School Education Systems: A Special Research Analysis-Vision 2045

An Approach to balance Learning and Procrastination through a Strategic Model in the context of Higher Education

Abstract— My own behaviour baffles me. For I find myself doing what I really hate, and not doing what I really want to do! ST PAUL The statement given by St. Paul regarding the frequently changing mindset of Humans is a perfect fit. Sometimes we as Humans face a lot of confusion in our minds about what to do and what not to do. Due to some reasons, we try to postpone things related to our work often which is known as Procrastination. There are Procrastination Models having dimensions Psychologic, Personal and Pedagogic in the academic scenario. The study in this paper focuses on two research questions which analyze the cause of academic procrastination and proposes a strategic model, along with the concept of Deadline, to overcome it. This work also focuses on the pedagogic dimension considering both student and teacher perspectives of learning and avoiding procrastination. Keywords— Procrastination; Pedagogic Strategic Model; Learning; Deadline

СОЦИАЛЬНЫЕ ФАКТОРЫ АКАДЕМИЧЕСКОЙ ПРОКРАСТИНАЦИИ

The relevance of the topic is due to the growing level of procrastination and its prevalence, which is influenced by a number of social factors that students face. The problem of academic procrastination is closely related to the categories of sociology, both at the theoretical and empirical levels. Currently, attention to this problem is increasing. The paper also analyzes contradictions in the study of this phenomenon, which is due to the interaction of the obtained subjective experience (expectations) with the social factors of procrastination. The survey showed that 60.6 % of respondents experience procrastination, 47.2 % procrastinate when completing large written tasks. In distance learning, significant reasons for procrastination were found to be: a seeming increase in free time and its incorrect assessment, a larger number of tasks. 59.6 % of respondents want to reduce procrastination through planning and self-regulation. Students who plan their activities quite rarely experience procrastination, i.e. procrastination is inversely related to planning and self-regulation, but this is not enough to claim that the main cause of procrastination is impaired self-regulation. The paper looks at social factors under the influence of which there occur changes in the structure of academic procrastination. The factors reducing procrastination are excellent grades and distribution of household responsibilities; financial assistance from parents and high earnings, and these factors are quite strongly correlated with each other. Procrastination is aggravated by lack of consultations by professors; household chores, independent work; social media. A tendency has been revealed for increased procrastination among senior students during the session, as well as with an increase in the amount of independent work of students. This requires taking into account the social component in the prevention of procrastination and ensuring educational planning and time management by students.

The cognitive mechanism of reducing procrastination by emotion regulation: The mediation role of task aversiveness

The cognitive mechanism of reducing procrastination by emotion regulation: The mediation role of task aversiveness

Exploring the Relationship between Self-Efficacy and Academic Procrastination: A Study among Psychology Students

This research aims to determine the relationship between self-efficacy and academic procrastination in psychology students. The method used is quantitative with a correlational design. 165 students aged 18 to 25 years studying for a bachelor's degree at the Faculty of Psychology at Satya Wacana Christian University were research participants using the Accidental Sampling technique. Research measurements used the General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem and the Academic Procrastination Scale (APS) developed by McCloskey, with data analysis using product moment correlation from Karl Pearson. The research found a negative relationship between self-efficacy and academic procrastination in Satya Wacana Christian University psychology students. This is indicated by a correlation coefficient of -0.147 with a significance value of 0.030 (p<0.05). This means that the higher the level of self-efficacy in students, the lower the level of procrastination in students, and conversely, the lower the level of self-efficacy in students, the higher the academic procrastination behaviour in students. The results of this research can be used as material to make efforts to increase self-efficacy to prevent procrastination behaviour in students.

대학생들이 지각한 협동학습태도가 학업지연행동에 미치는 영향

Objectives This study was to analyze the moderating effect of self-determination motivation (autonomy, competence, relatedness) in reducing academic procrastination behavior in the relationship between cooperative learning attitude and procrastination behavior perceived by college students.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. Multivariate analysis was conducted to analyze the difference between groups according to demographic characteristics through SPSS statistical analysis, and to analyze the moderating effect, a hierarchical regression analysis was performed.
 Results First, in the relationship between cooperative learning attitude and academic procrastination behavior, the self-determination motivation level ‘high’ group(p<.001) and ‘medium’ group(p<.05) showed a moderating effect of mitigating academic procrastination behavior. In these two groups, the higher the level of cooperative learning attitude and the higher the level of self-determination motivation, the lower the academic procrastination behavior. Second, as a result of analyzing the moderating effects of sub-factors of self-determination motivation, significant moderating effects were shown in all levels of relatedness. However, when the level of cooperative learning attitude was lowered, the higher the level of relatedness, the higher the level of academic procrastination behavior, and the lower the level of relatedness, the lower the level of academic procrastination behavior.
 Conclusions It was reported that raising the level of self-determination motivation is effective in reducing academic procrastination, but in the case of students with a high level of relationship motivation, it can be a more effective class when the level of cooperative learning attitude can also be raised. In addition, the results derived from this study were discussed together with the results of previous studies and suggested for future studies.

Academic procrastination and academicperfectionism of pre-school teacher candidates

Öğrencilerin akademik hayatları boyunca derslere karşı benimsedikleri yaklaşımlar, ortaya koydukları davranış örüntüleri çeşitlilik göstermektedir. Bu çeşitlilik üzerinde etkili olan değişkenlerden bazıları da akademik erteleme ve akademik mükemmeliyetçilik durumlarıdır. Bu koşullar öğrencilerin derslere olan ilgileri, dersler verilen görevlere yönelik tutumları, görevleri yerine getirme şekil ve zamanları üzerinde etkilidir. Bu kapsamda bu araştırmanın amacı, okul öncesi eğitimi bölümü öğretmen adaylarının akademik erteleme davranışı düzeylerini saptamak ile akademik erteleme ve akademik mükemmeliyetçilik ile ilgili algılarını ve görüşlerini belirlemektir. Bu araştırma karma modellerden açımlayıcı sıralı desende tasarlanmıştır. Araştırmanın nicel aşamasında tarama modeli; nitel aşamasında temel nitel araştırma deseni kullanılmıştır. Araştırma kapsamında 2017-2018 yılı Gazi Üniversitesi Okul Öncesi Eğitimi bölümü 2. sınıf öğrencileri ile çalışılmıştır. Nicel aşamanın çalışma grubunu bu öğrencilerden uygun örnekleme yoluyla belirlenen (araştırmacıların yürüttüğü Özel Öğretim Yöntemleri dersine devam eden) 17 öğrenci oluşturmaktadır. Çalışma grubundaki öğrencilerin 16’sı kadın 1’i erkektir. Araştırmanın nitel aşamasını ise amaçlı örnekleme yöntemlerinden aşırı ve aykırı durum örnekleme yöntemi ile bu öğrencilerin arasından belirlenen 10 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak, Akademik Erteleme Davranışı Ölçeği, Öğrenci Değerlendirme Formu ve yarı-yapılandırılmış görüşme formu kullanılmıştır. Öğretmen adayları akademik mükemmeliyetçiliğin akademik başarılarına katkı sağlarken yıpratıcı bir özellik olduğunu; bu özelliğin sosyal yaşantılarını etkilediğini belirtmişlerdir. Özellikle akademik görevlerinin yoğun olması, bu görevleri anlayamamaları, yurtlarının kalabalık olması ve çalışacak alan bulamamaları gibi nedenler dolayısıyla erteleme davranışına daha çok yöneldiklerini ifade etmişlerdir. Katılımcılar akademik görevlerinin sosyal yaşantılarını etkilemediğini, sosyal yaşantıları nedeniyle akademik erteleme davranışı gösterdiklerini de belirtmişlerdir. Görüşmeler sonucunda, dersten sorumlu eğitimcilerin tutum ve davranışlarının akademik göreve karşı tutumlarında belirleyici olduğu, özellikle devam zorunluluğu ve ödev yoğunluğu olan derslere katılımlarının azaldığı, bu durumlarda yalnızca dersi geçmek amacında olduklarını ifade etmişlerdir.

RELATIONSHIP BETWEEN SELF-REGULATED LEARNING AND TASK AVERSIVENESS WITH ACADEMIC PROCRASTINATION IN HIGH SCHOOL STUDENTS IN THE AFFIRMATION PROGRAM FOR SECONDARY EDUCATION

Procrastination is the habit of purposeful delay and the avoidance of tasks that are inherently unnecessary. In the realm of education, this behavior is identified as academic procrastination. This study aims to examine the relationship between self-regulated learning, task aversiveness, and academic procrastination among high school students enrolled in the Affirmative Education Program (abbreviated into: ADEM). The hypotheses of the study are as follows: 1) Major Hypothesis: There is a relationship between self-regulated learning and task aversiveness with academic procrastination among ADEM students; 2) First Minor Hypothesis: There is a negative relationship between self-regulated learning and academic procrastination among ADEM students; 3) Second Minor Hypothesis: There is a negative relationship between task aversiveness and academic procrastination among ADEM students. Participants in this research were 44 eleventh and twelfth-grade ADEM students selected through Incidental Sampling technique. Data collection involved the use of scales measuring academic procrastination, self-regulated learning, and task aversiveness. Data analysis included the application of the double correlation analysis technique to test the major hypothesis and the Product Moment analysis to test the minor hypotheses. The results reveal a correlation coefficient (R= 0.732, p<0.01) between self-regulated learning, task aversiveness, and academic procrastination, supporting the acceptance of the major hypothesis. Furthermore, the analysis of the first minor hypothesis indicates a significant negative relationship between self-regulated learning and academic procrastination (rx1y = 0.645, p<0.01), while the second minor hypothesis shows a significant negative relationship between task aversiveness and academic procrastination (rx2y= 0.698, p<0.01). In conclusion, the minor hypotheses of the study are accepted.

Academic Procrastination and its Association with Academic Achievement among Undergraduate Health Sciences’ Students

Background: Academic procrastination is the postponement of educational activities. Most university students try to keep themselves away from academic activities which might lead to procrastination and unsatisfactory performance. Objective: To assess the level of academic procrastination and its association with academic performance and the demographic characteristics of undergraduate students. Methods: This cross-sectional analytical study using a convenient sampling technique was conducted on 250 health sciences undergraduate students at Sohail University, Karachi, Pakistan from August to October 2022. Ethical approval and data collection permission were obtained. The Procrastination Assessment Scale for Students was used to gather data. The SPSS version-24 was used for statistical analysis. Simple descriptive statistics, spearman’s rank order correlation coefficient tests and independent sample t-test was applied. Results: Mostly participants (53.6%) were female, 93.2% were single, and 46 % in the generic nursing program and 54% were in 3rd & 4th year. Students’ academic performance was insignificant with all the domains except writing a term (p-value 0.22, 0.5, 0.26, 0.37, 0.31 and 0.041 respectively). A significant relationship of students’ gender, education level and study program with academic procrastination was found (p-value 0.004, 0.021 and 0.002 respectively). Bachelor of Science in Nursing (BSN) and Pharm-D programs did not show as much procrastination as compared to Doctor of Physical Therapy (DPT) program (p-value 0.021). Conclusion: This study showed the considerable behaviour of procrastination among undergraduates. There was a significant association between writing a paper and academic achievement. In addition, academic procrastination was significantly associated with gender and the enrolled program of the participants.

Navigating Academic Challenges: Self-Regulated Learning Analysis of Academic Procrastination Students

The study aims to understand the correlation between self-regulated learning and academic procrastination. By examining responses from 104 students through comprehensive questionnaires, it provides insights into how students manage their learning and delay tasks. The use of simple regression analysis underscores the statistical significance of the findings, highlighting that improving self-regulated learning skills can directly reduce academic procrastination. This research not only contributes to the academic understanding of these concepts but also offers practical guidance for educators and policymakers. By focusing on enhancing self-regulated learning abilities, educational strategies can be developed to address and mitigate procrastination, ultimately improving the overall quality of student learning experiences.