Procrastination Research Articles

Effectiveness of Bullying Prevention Training on Bullying and Empathetic Behaviors and Academic Procrastination among Students

Effectiveness of Bullying Prevention Training on Bullying and Empathetic Behaviors and Academic Procrastination among Students

A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions

A Systematic Review of Interventions to Reduce Academic Procrastination and Implications for Instructor-based Classroom Interventions

HUBUNGAN ANTARA EFIKASI DIRI DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA BK UPGRIS ANGKATAN 2019

College students have a varied academic workload so that some college students delay completing their academic assignments. Various things that cause procrastination behavior among BK UPGRIS class of 2019 college students in carrying out lectures are influenced by a lack of understanding of the material obtained, laziness in studying, playing with friends and study time being used for other activities that are more fun or entertaining. So this is a delaying factor in completing the lecture process, BK UPGRIS class of 2019 students are expected to have high self-efficacy so that they can motivate and encourage themselves to be more active in completing their studies. This research is a quantitative study which aims to determine the relationship between self-efficacy and academic procrastination in BK UPGRIS college students class of 2019. The research subjects in this study were 112 college students, sampling in this study used a proportional incidental sampling technique. The self-efficacy variable is measured using a scale based on aspects of Bandura's self-efficacy which consists of 32 items, while the academic procrastination variable is measured using a scale, namely a scale based on aspects of Ferrari which consists of 27 items. The data were analyzed using the Pearson Product Moment correlation analysis technique and obtained the results of Pearson Correlation = -0.661 with a significance level of 0.000 (p<0.05), indicating that there is a negative relationship between self-efficacy and academic procrastination, which means that the higher the self-efficacy, the greater the low academic procrastination, conversely if self-efficacy is low then college students' academic procrastination will tend to be high.

The Influence of Time Management and Social Media Addiction on Academic Procrastination in Undergraduate Students

This study aims to determine the effect of time management and social media addiction on academic procrastination in undergraduate students. The research method used is quantitative, with the incidental sampling technique. Respondents in this study amounted to 417 undergraduate students from universities in Malang City. The data was obtained from a questionnaire consisting of a time management scale, a social media addiction scale, and an academic procrastination scale. Test the hypothesis in this study using a multiple linear regression test with a coefficient of determination (R-squared) value of 0.481. The results showed a significant effect between time management, social media addiction and academic procrastination. Students with poor time management and social media addiction tend to have academic procrastination problems. Further research is needed to find out the factors that influence time management, social media addiction and academic procrastination in undergraduate students in more depth.

Overcoming Academic Procrastination: A Behavioral-Cognitive Approach

Procrastination, the act of delaying tasks, is an issue affecting students regardless of skin color, age, or gender. Notably, these young students are a significant proportion in the United States that struggle with academic procrastination. This research paper adopts the framework of a behavioral-cognitive psychology approach, employing both cognitive behavioral therapy (CBT) and operant conditioning to uncover how academic procrastination occurs. CBT is the forefront instrument proposed to identify the cognitive processes contributing to the behavior procrastination. The role of operant conditioning serves as a tool to unlearn the behavior. The aim of the study was to explore the potential of a behavioral-cognitive approach to addressing the external distractions that can cause academic procrastination. Based on the current literature available regarding how CBT and operant conditioning are applied, a conclusion was formed. The study contains a preliminary model that aims to reduce academic procrastination by unlearning the behavior and addressing the underlying causes. Further research on the impact operant conditioning holds to influence an individual is required to solidify the findings.

Academic Procrastination as a Predictor of Depression, Anxiety and Stress Among College Students

Procrastination is associated with negative consequences concerning mental health, performance as well as physical and psychological well-being. Procrastination has been found to be an instinctive response to depression, anxiety and stress among college students. The study was conducted to investigate the impact of academic procrastination on psychological burden among students. This quantitative nature of study was completed through correlational research design. Survey was conducted as a method of data collection. Convenient sampling technique was used to select the sample of 251 college students. The collected data were analyzed on SPSS. Inferential statistics was utilized to test hypotheses. Pearson correlation and linear regression analysis was performed. Findings of the study reveal that academic procrastination is significant positive predictor of psychological burden (depression, anxiety and stress) among college students. Moreover, there is positive relationship between academic procrastination, depression, anxiety and stress.

간호대학생의 스마트폰 중독과 학업지연행동 관계에서 자기자비와 감성지능의 매개효과

Objectives The purposes of this study were to o examine the mediating effects of self-compassion and emotional intelligence on smartphone addiction and academic procrastination behavior among nursing undergraduates.
 Methods Data was obtained via an online survey conducted from May to June 2023, with senior nursing students and multi-mediating effects were analyzed using the PROCESS macro for SPSS software, utilizing bootstrap techniques.
 Results Smartphone addiction showed a negative correlation with self-compassion. Academic procrastination and sma rtphone addiction showed a positive correlation, and self-compassion and emotional intelligence each showed a negative correlation. Smartphone addiction and self-compassion showed a negative correlation. The indirect effect of smartphone on academic procrastination behavior through self-compassion had significant mediating effects(Std. estimate=-.0213, CI: -.0518~.0048). However, emotional intelligence was not a mediating effect (Std. estimate=-.0110, CI: -.0505~.0264). There was a significant indirect effect of smartphone addiction on academic procrastination behavior through self-compassion and emotional intelligence (Std. estimate=.0470, CI: .0217~.0796).
 Conclusions The findings highlight the necessity of nursing education interventions for enhancing self-compassion and emotional intelligence, ultimately improving caregiving competency in nursing undergraduates.

Research of Mutual Connection and Differences Between Academic Procrastination and Excessive Internet Use Among College and University Students

In the educational environment the Internet is a basic and widely used tool for teaching and learning, but along with its use the Internet can also bring many problems to students' lives, if it becomes problematic. However, problematic Internet use can have negative consequences for students, especially when a tendency to procrastinate in their academic tasks develops. The study examines the connection between excessive Internet use and academic procrastination among high school and university students. The carried-out research used a questionnaire method; where a PRIUSS questionnaire to measure problematic Internet use, and a PPS questionnaire to measure academic procrastination were used. The research group consisted of 389 respondents, of whom 205 were university students and 184 were high school students, and the respondents ranged from 16 to 22 years (M = 18.4, SD = 3.16) of age. The study demonstrates a positive significant connection between problematic Internet use and academic procrastination (Sig. < 0.01), and therefore an increase in excessive Internet use increases the level of academic procrastination. The difference between academic procrastination among students at universities and high school students has not been demonstrated (Sig. > 0.05), but the benefit of the work is the knowledge and usability in both psychological and pedagogical practice.

THE RELATIONSHIP OF MATHEMATICS LEARNING MOTIVATION AND ACADEMIC PROCRASTINATION BEHAVIOR IN HIGH SCHOOL/KEAR STUDENTS IN BUKITTINGGI

The aim of this research is to determine whether there is a relationship between academic procrastination behavior and motivation to learn mathematics in high school students in Bukittinggi City. The data collection technique used was accidental sampling technique so that a sample of 50 people was obtained. The method used in this research is quantitative with a correlational design with product moment correlation data analysis techniques based on questionnaire data with scales of learning motivation and academic procrastination. The results of data analysis show that the correlation value between mathematics learning motivation and academic procrastination is 0.260, meaning that there is a significant relationship between mathematics learning motivation and academic procrastination behavior in high school students in Bukittinggi City. This shows that if motivation to learn mathematics is high then students' academic procrastination behavior will tend to be low.

Academic Procrastination in College Students: Do Academic Burnout and Smartphone Addiction Matter?

Academic procrastination is a behavior commonly exhibited by college students. The objective of this study was to investigate the impact of academic burnout and smartphone addiction on academic procrastination, both partially and simultaneously. A cross-sectional survey design was employed, involving 214 students from a state university in Jambi Province, Indonesia. We adapted the Short Form of the Academic Procrastination Scale, the Oldenburg Burnout Inventory – Student Version (OLBI-S), and the Smartphone Addiction Scale - Short Version (SAS-SV) for data collection. The data were analyzed using simple and multiple linear regression. The findings suggest that academic burnout and smartphone addiction are predictors of academic procrastination, with a stronger effect observed from smartphone addiction on academic procrastination. This research has significant implications for addressing academic procrastination by reducing academic burnout and smartphone addiction. Interventions targeting self-regulation could also be pursued, as they have proven effective across all variables examined. The implementation of guidance and counseling programs in higher education institutions should be optimized to cultivate an effective student lifestyle.

Pengaruh modul self regulated learning terhadap prokrastinasi akademik dan keterampilan berpikir kritis mahasiswa PGSD UNS

<p class="Abstract"><strong><em>Abstract</em></strong><em>. </em><em>The study aims to determine the effect of self-regulated learning modules on academic procrastination and critical thinking skills of college students in PGSD UNS. The type of research is experimental research with a quasi design. The research population was PGSD UNS students with a sample of 67 students. Samples were divided into an experimental class and a control class. The class that became the experimental class was 2E with a total of 34 students, while the class that became the control class was 2F with a total of 33 students. Content validity using Aikens V states all instruments are valid. The reliability instruments using Alpha Cronbach's stated that all instruments were reliable with a coefficient value of 0.833 on the academic procrastination scale and 0.713 for the critical thinking test. Hypothesis Test using Manova Test Multivariate Analysis. The Manova test shows a significance value of 0.000 <0.05. The conclusion is that there is an influence of the self-regulated learning module on academic procrastination and critical thinking skills of PGSD UNS students.</em><em></em></p>

Relationship between Personality and Academic Procrastination amongst Undergraduate Students in Selected Private Universities in Kuala Lumpur

This research is to investigate the relationship between personality and academic procrastination amongst undergraduate students in selected private Universities in Kuala Lumpur. In this research, the sample consisted of 150 undergraduate students from selected private universities in Kuala Lumpur, 106 female students and 44 male students. The first result for this present research showed that there is a significant relationship between personality and academic procrastination as three of the five personality domains are found to have a significant relationship with academic procrastination at 0.05 and 0.01 level of significance. The second result showed that there is a moderate significant negative relationship between conscientiousness and academic procrastination, r = .402, p < .01. The third result showed that there is a weak significant positive relationship between neuroticism and academic procrastination, r = .244, p < .01. The fourth result showed that there is a weak significant negative relationship between agreeableness and academic procrastination, r = -.161, p < .05. The fifth result showed that there was a nonsignificant correlation of .030 (p = n.s.) between openness to experience and academic procrastination. The sixth result showed that there was a nonsignificant correlation of -.098 (p = n.s.) between extraversion and academic procrastination. The recommendations for future researchers are also suggested in this research which included the conduct of this research in different countries with respondents from different backgrounds.

A Review on the Relationship Between Academic Procrastination, Self-regulation, and Appropriate Remedial Strategies

Drawing much attention in recent years, academic procrastination and self-regulation are well-known concepts across the field of psychology. Researchers have spent decades on related topics, unravelling their nature and their interaction with each other. Nonetheless, the relationship between self-regulation and academic procrastination specifically was somewhat lacking. In this study, conclusions of various previous papers were collected, from both theoretical and experimental investigations. In hopes of finding a more up-to-date inference, this study contributed on two aspects. First, it landed the following conclusions: students who are better at self-regulating experience less serious academic procrastination; and that academic procrastination could be eased by developing self-regulation abilities. Second, multiple moderating methods for academic procrastination were suggested, including learning strategies, different perspectives of self-regulation, and the mechanism of active procrastination. The paper also suggested gaps in current field, as well as their respective advice for future research. The implication of the study was emphasised by the potential that self-regulation has on relieving academic procrastination effects. With further exploration, findings in the field will no doubt benefit students across the globe.

Workload and academic procrastination among working students

The phenomenon of working students playing two roles is common occurence these days. Because of their dual roles, they may have a workload that affects the emergence of academic procrastination in working students. The purpose of this study was to examine how workload affected academic procrastination in working students. This is a quantitative study using a technique of purposive sampling. The workload and academic procrastination scales were applied in this study. We conducted a survey of 118 working students. Based on a simple linear regression test on workload and academic procrastination variables, we concluded that there was no significant effect of workload on academic procrastination of working students, F (1,116) = 4.75, p. 05, R2 =.039, R2 adjusted =.031. The regression coefficient (B = -.104) indicates that a 1-point increase in workload will result in a 0.104-point decrease in academic procrastination.

Vicious and virtuous relationships between procrastination and emotions: an investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope

Although cross-sectional studies depict (negative) emotions as both antecedents and consequences of trait procrastination, longitudinal studies examining reciprocal relationships between procrastination and emotions are scant. Yet, investigating reciprocal relationships between procrastination and emotions within long-term frameworks can shed light on the mechanisms underlying these relationships. Additionally, the role of positive emotions concerning procrastination is largely unattended to in the procrastination–emotion research; albeit, this perspective can inform preventive and intervention measures against procrastination. In the present study, we explored reciprocal associations between trait academic procrastination on the one hand and trait-like learning-related anxiety and hope on the other hand over one semester. Overall, N = 789 students in German universities participated in a three-wave online panel study. Participants responded to questions on academic procrastination as well as learning-related anxiety and hope at the beginning (T1), middle (T2), and end (T3) of the lecture period of the semester in approximately 6-week measurement intervals. A latent cross-lagged panel model was used to test the hypotheses. After accounting for autoregressive effects, our results showed that academic procrastination at T1 positively predicted learning-related anxiety at T2. In contrast, academic procrastination at T1 negatively predicted learning-related hope at T2, which in turn negatively predicted academic procrastination at T3. Our results highlight positive emotions (e.g., hope) as also significant factors for procrastination and suggest them as possible “protective factors” against procrastination. Boosting positive emotions as part of interventions against procrastination could potentially help reduce the tendency to procrastinate.

Time flies, but you’re in control: the mediating effect of self-control between time attitude and academic procrastination

BackgroundAcademic procrastination has become an increasing concern in the educational sector. Prior studies identified various correlations among academic procrastination, time attitude and self-control. Nevertheless, few studies have examined the past time attitude and the mechanism underlying those relationships, and the existing studies have been implemented during regular school time. To fill those gaps, the present study includes all three dimensions of time attitude (past-oriented, present-oriented and future-oriented in both positive and negative perspectives), and proposes self-control as a mediator between academic procrastination and time attitude. The study was carried out during an extraordinary winter holiday in China, with final exams waiting at the end of the holiday.MethodsA total of 323 middle school students in China (178 girls and 145 boys, 12–19 years old) completed an online survey with questions on their academic procrastination, time attitude and self-control. The collected data were analyzed using IBM SPSS Statistics 25 and Hayes SPSS macro PROCESS (Model 4).ResultsThe results showed that academic procrastination was negatively associated with all three positive time attitudes and positively correlated with the present negative time attitude. Moreover, self-control significantly mediates the relationship between academic procrastination and all three positive time attitudes.ConclusionBased on these findings, self-control could be the underlying mechanism in the relationship between academic procrastination and time attitude. This study broadens the scope of relevant empirical research to the past time attitude, and determines the mechanism that underlies the association between academic procrastination and time attitude under a novel context. Further implications for teaching regulation and intervention are discussed.

Academic procrastination mediates the relation between conscientiousness and academic achievement

Academic procrastination is prevalent among university students and substantially correlated with conscientiousness and academic achievement. An open question is related to the mechanism by which conscientiousness influences academic achievement, with academic procrastination acting as potential mediator of the conscientiousness-achievement relation. Therefore, we investigated N = 109 university students in the context of one course with an obligatory end-of-semester examination. Specifically, we assessed conscientiousness at the beginning of the semester, academic procrastination near the end of the semester, and academic achievement in the end-of-semester examination. As expected, procrastination correlated with conscientiousness (r = –.67) and achievement (r = −.29), and conscientiousness correlated with achievement (r = .22). Furthermore, mediation analyses showed not only direct effects from conscientiousness to procrastination and from procrastination to achievement, but also an indirect effect with procrastination mediating the effect from conscientiousness to achievement. The psychological and educational relevance of the results is discussed.

Violent online game contact and academic procrastination: A moderated mediation model

AbstractResearchers have found that violent online game addiction has become a serious global problem that negatively affects younger people. This study used a cross‐sectional research design to examine the effects of violent online game contact on individuals' academic procrastination. We further explored the mediating role of emotional self‐regulation and the moderating role of peer communication in the link between violent online game contact and academic procrastination. A sample of 1132 students completed self‐reported questionnaires regarding violent online game contact, emotional self‐regulation, peer communication, and academic procrastination. Participants were randomly selected from Guangdong Province, China. Results indicated that violent online game contact was positively correlated with academic procrastination, while emotional self‐regulation indirectly affected the relationship. Peer communication played a moderating role in the indirect effect between emotional self‐regulation and academic procrastination. The general pattern of this mechanism illustrates that as peer communication increased, the effects of emotional self‐regulation on academic procrastination decreased. The findings elucidate how and for whom violent online game exposure is related to academic procrastination. This research demonstrates that violent game contact is an important factor affecting academic procrastination, clarifies the role of peer communication and emotional self‐regulation, and provides practical suggestions for preventing academic procrastination in the field of school psychology.

We are still to learn from our learners: A hidden curriculum developed during the covid-19 pandemic

The present study was conducted to explore various aspects of the hidden curriculum in virtual instruction during the Covid-19 pandemic. Participants were 30 undergraduate students of educational sciences in a major state university in Iran. In this qualitative phenomenological study, data were collected via semi-structured interviews, and analyzed according to Strauss and Corbin's outline by open and axial coding. Nine major themes emerged: academic burnout, decreased academic resilience, self-directed learning, the prominence of the content, power distance between faculty and students, academic procrastination, academic dishonesty, educational inequality, and academic help seeking. Results showed that virtual instruction during the Covid-19 pandemic had created a hidden curriculum, impacting students' performance in academic and motivational areas. Students had also developed diverse attitudes towards education, their own learning, and teachers' practice.

Korelasi Tingkat Religiusitas Siswa dan Prokrastinasi Akademik di MBS Al Mukhtar Watukebo

Students, as academic actors, have a responsibility to fulfill their academic obligations, which include learning and completing academic tasks. The process of fulfilling these obligations and working on academic tasks requires consistency, understanding of priorities, and effective time management. If students are not aware of their responsibilities and lack these three elements, it can lead to the phenomenon of academic procrastination or delaying the completion of tasks. Therefore, it is necessary to have values that can serve as self-control and foster a sense of responsibility. The values that are believed to act as control mechanisms for students against the phenomenon of academic procrastination are religious and spiritual values. Hence, the researcher attempts to investigate the relationship between religious values and academic procrastination. The aim is for religious values to reduce students' academic procrastination. This study employs a quantitative research approach. The research intends to determine the correlation between students' religiosity levels and academic procrastination at MBS Al Mukhtar Watukebo in the even semester of 2022/2023. The research subjects consist of 58 students from MBS Al Mukhtar who were selected as research samples using a random sampling technique. Data was collected using questionnaires distributed to the 58 students as respondents. The research analysis employs the Pearson product-moment correlation test. The research findings indicate that students' levels of religiosity have a negative correlation with academic procrastination, as evidenced by a coefficient value greater than the critical value (r > r table). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This implies that there is a correlation between students' religiosity and academic procrastination at MBS Al Mukhtar Watukebo.