Procrastination Research Articles

Math anxiety, self-regulated learning, and academic procrastination in class VIII Students: A case study at SMPN 2 Alalak

The research aimed to (1) determine students' math anxiety levels, (2) know the level of students' self-regulated learning, (3) know the level of student academic procrastination, (4) determine the relationship between math anxiety and students' academic procrastination, (5) and determine the relationship between self-regulated learning and students' academic procrastination. The quantitative research method used correlational research, which is used to determine the relationship between two or more variables. The population was 152 students in class VIII of SMPN 2 Alalak. Samples were 62 students and were selected using a cluster random sampling technique. Data collection techniques were questionnaires, interviews, and documentation. The data analysis technique used descriptive analysis and hypothesis test using the Spearman rank correlation test. The finding showed that, first, the student's math anxiety level is in the medium category with a percentage of 62.90%. Second, the students' self-regulated learning level is in the medium category with a percentage of 54.84%. Third, the level of student academic procrastination is in the medium category, with a percentage of 75.81%. Fourth, there is a positive relationship between math anxiety and students' academic procrastination in Mathematics subjects in class VIII SMPN 2 Alalak. And there is a negative relationship between self-regulated learning and students' academic procrastination in Mathematics in class VIII SMPN 2 Alalak.

Hubungan Antara Self-Monitoring dengan Prokrastinasi Akademik pada Siswa SMA Muhammadiyah 2 Sidoarjo

This research is motivated by the phenomenon of academic procrastination experienced by students of SMA Muhammadiyah 2 Sidoarjo. This study aims to determine the relationship between self-monitoring and academic procrastination in students of SMA Muhammadiyah 2 Sidoarjo. This research belongs to the type of quantitative research with a correlational approach. The population in this study amounted to 1257 students, so from the calculation using the krejcie Morgan formula the sample used was 297 students who were taken using stratified random sampling technique. Data collection in this study used two psychological scales, namely the self-monitoring scale from the self-monitoring aspect and the academic procrastination scale from the academic procrastination aspect. Data analysis in this study used Spearman's Correlations and the analysis process used the help of the JASP program version 0.13.1.0 for windows. The results showed that the value of r = -0.163 and the value of p = 0.005 where 0.005 <0.05, which means that there is a negative relationship between self-monitoring variables and academic procrastination in students of SMA Muhammadiyah 2 Sidoarjo.

Gadget Addiction as a Mediation of the Relationship between Self-Control and Student Academic Procrastination

Gadget Addiction as a Mediation of the Relationship between Self-Control and Student Academic Procrastination

Effect of Eidetic Parents Test for Academic Procrastination among University Students: An Imagery-based Approach

Academic procrastination is one of the significant issues among students in universities. The study aimed to understand the Eidetic Parents Test (EPT) implementation and its effectiveness on Academic Procrastination among university students. Ten participants were selected and the Tuckman Procrastination Scale (Tuckman, 1991) was administered. The Eidetic Parents Test was conducted, and post-intervention scores for Academic Procrastination were taken on the Tuckman Procrastination Scale (Tuckman, 1991). Data was analyzed using a paired-sample t-test. The study's results revealed a significant difference between the levels of Academic Procrastination after (M=59.60, SD=2.70) and before the intervention (M=38.00, SD=4.24). Nonparametric analysis through Wilcoxon signed-rank test depicted a non-significant difference among males and females on the Academic Procrastination Scale. The Eidetic Parents Test (EPT) is an effective intervention in reducing the levels of Academic Procrastination among university students. Therefore, it has been suggested that EPT can be used as an intervention for Academic Procrastination.

Conscientiousness dan Dukungan Sosial Teman Sebaya Terhadap Prokrastinasi Akademik Mahasiswa Jurusan Sistem Komputer

Students who practice academic procrastination often experience failure in the academic field due to the behavior of procrastinating time in doing assignments from lecturers which results in feelings of laziness, fatigue, and boredom so that students experience failure in the academic field. Conscientiousness can be interpreted as a description of a person's persistence to control his inner urges so that he can be responsible and comply with existing norms and rules. Peer social support is needed to reduce academic procrastination behavior, this is because positive support from peers in the educational process will improve student academic performance. This study aims to empirically examine the role of conscientiousness and peer social support in predicting student academic procrastination in the computer systems department of Universitas Putra Indonesia YPTK Padang. The sample for this study was 152 active status students from 2016 to 2019 using a simple random sampling technique. This research is non-experimental quantitative research with a survey method. The research measuring instrument consists of three scales, namely the conscientiousness scale, the peer social support scale and the academic procrastination scale. The results of this study indicate that conscientiousness and peer social support in collaboration are able have a significant effect on student academic procrastination in the computer systems department. Furthermore, conscientiousness partially has a significant effect on student academic procrastination in the computer systems department. Finally, peer social support partially has a significant effect on student academic procrastination in the computer systems department. The relationship that occurs is negative, the higher the conscientiousness and peer social support, the lower the student academic procrastination in the computer systems department.

Hubungan Antara Task Aversiveness dengan Prokrastinasi Akademik pada Mahasiswa di Universitas X

After completing high school education, many decide to choose to continue on to college. When you become a student, there will definitely be lots of assignments, obligations and challenges faced in order to complete your studies to completion, so it's not surprising that many students experience task aversiveness. Task aversiveness greatly affects the academic procrastination of students. This study aims to determine the relationship between task aversiveness and academic procrastination final assignments on students in the tourism department of hospitally management study program, faculty of tourism and hospitally class of 2017-2018 Univeritas Negeri Padang. This study used a quantitative approach with a correlation method. The measuring instrument used in this study was task aversiveness scale and academic procrastination scale. The population in this study was student at tourism department of hospitally management study program, the sampel was 112 students of the tourism department of hospitally management study program, faculty of tourism and hospitally class of 2017-2018 Universitas Negeri Padang. this study used probability sampling method with simple random sampling technique. Data analysis was carried out used the rho (ρ) correlation thecniques. The results showed that the correlation coefficient of rho (ρ) is 0,410 with a (ρ) is 0,000. This showed that there was very significant positive relationship between task aversiveness and academic procrastination students in the tourism department of hospitally management study program, faculty of tourism and hospitally class of 2017-2018 Universitas Negeri Padang. It means that the higher the task aversiveness, the higher the academic procrastination and the lower the task aversiveness, the lower the academic procrastination. The effective contribution of the task aversiveness variable to the academic procrastination variable is 17%.

The Relationship Between Academic Procrastination, General Procrastination and Patience: A Study on University Students

This research aims to reveal the nature of the relationship among university students' general procrastination, academic procrastination, and patience behaviors. In the study, the Academic Procrastination Scale (APS) and General Procrastination Scale (GPS) developed by Çakıcı (2003), the University Students' Patience Tendency Scale (USPTS) developed by Çeliköz and Gül (2018), and the "Personal Information Form" developed by the researcher were used. The data obtained were analyzed using SPSS 27.0 software. First, a normality analysis was applied, followed by the t-Test and One-Way Analysis of Variance (ANOVA). A correlational design was used in the research to determine the relationship among university students' general procrastination, academic procrastination, and patience behaviors; for the purpose of determining the effect of the patience variable on general and academic procrastination, a multiple regression analysis was used. A moderate (r=0.616), significant, and strong relationship was found between university students' general procrastination behaviors and academic procrastination behaviors. A negative relationship was identified between patience behaviors and both general and academic procrastination behaviors. The multiple linear regression analysis showed that academic procrastination behavior (β= -227) had a more pronounced effect in predicting patience behavior than general procrastination behavior (β= -.155). The research found significant differences in general procrastination, academic procrastination, and patience behaviors based on the participants' gender, the university they attend, family income level, and their field of study; while similarities were identified based on age and class level.

Academic Procrastination Among the Students in Thesis Writing

Abstract. Academic Procrastination is a phenomenon of postponing work that rely on academician including college student. In terms of academic procrastination this research aims to explain academic procrastination phenomenon in final year student on their thesis writing that focus on to explain the tendency of academic procrastination and investigate the reason why the final year student tends to do academic procrastination. The participants of this research consist of 4 students from 12th semester and 4 students from 14th semester that can represent the final year student. This research used purposive sampling with semi structure interview, and it analyzed with qualitative method interactive cycle by Miles Huberman. The result showed that there is a tendency of academic procrastination in final year students, and the reason why the students do academic procrastination is divided into two branches such as internal and external. Internal factors include laziness, perfectionism, mentally unstable, social media addiction, and linguistic and conceptual factors. External factors include environment, other people's pressure, and family issues. Keywords: Academic Procrastination, Thesis Writing, Final Year Student

HUBUNGAN MANAJEMEN WAKTU DENGAN PROKRASTINASI AKADEMIK SISWA KELAS XI DI SMAN 6 TANGERANG

Time management was managing time by identifying the needs and desires of students and arranging them in order of importance, while academic procrastination was delaying starting or completing work in the field of learning. This study aimed to determine the level of time management, the level of academic procrastination and the relationship between time management and academic procrastination. This study used a quantitative approach with a correlational research design. The population in this study numbered 384 with 80 samples. Data collection techniques used questionnaires and sampling using proportional random sampling method with samples taken randomly without regarded to strata in the population. This study used data analysis, namely descriptive analysis. The result of this study indicated that there was a significant negative relationship between time management and student procrastination with a value of -0.694. The result also showed that the higher level of student time management, so that the lower level of student academic procrastination.

A Study on the Relationship between Social Support and Academic Procrastination among Junior High School Students

A Study on the Relationship between Social Support and Academic Procrastination among Junior High School Students

Academic Procrastination In Learning At MAN 3 Agam Students

This research is motivated by the existence of problems with MAN 3 Agam students, namely that there are students who delay doing assignments, it is evident that many students complain about doing assignments because of the difficulty of assignments given by the teacher, students choose not to do or postpone assignments because students are afraid of failing in doing the assignment, besides that students also spend a lot of time in making assignments given by the teacher, students think assignments can be done at any time. Task delays can hinder or even frustrate the achievement of goals in learning, regardless of whether the delay has a reason or not, delays in dealing with assignments are called procrastination. Academic procrastination is failure to do assignments within the desired timeframe or delaying doing assignments until the last minute. The method used in this research is descriptive qualitative research. The results of this study are the behavior that causes academic procrastination in the learning of MAN 3 Agam students, namely: 1) There is a delay in starting or completing the task at hand. 2) Delay in doing assignments where the student takes longer than others. 3) The time gap between the plan and the actual performance where the student has difficulty doing something within a specified time limit. 4) do other fun activities instead of doing the tasks that must be done.

STUDY OF THE FEATURES OF ACADEMIC PROCRASTINATION OF YOUTH STUDENTS

This article delves into the concept of academic procrastination as a psychological phenomenon that serves as a significant barrier to personal development and lies at the core of the issue of an individual's incapacity to shape a cohesive life vision. This vision encompasses both short-term and long-term planning, goal-setting, and behavior geared toward self-realization. Various approaches to comprehending the essence of this phenomenon, including psychodynamic, behavioral, and cognitive perspectives, are examined. The study reveals that academic procrastination is a considerable issue among student youth, with 75% exhibiting a high level of academic procrastination. Among students in the 3rd and 4th years, a greater inclination towards elevated levels of academic procrastination is observed, whereas 1st and 2nd-year students display higher motivation and less inclination towards procrastination. This could be associated with shifts in study habits and increased workload upon transitioning to higher years. Students in the 3rd and 4th years necessitate the development of time management strategies and overcoming procrastination to attain success. The primary cause of academic procrastination among student youth, according to survey results, is academic perfectionism (76%), while a lack of academic motivation and anxiety are identified as less provocative factors. Approximately half of the respondents are found to be internals, the majority of whom possess a moderate level of internal stimuli orientation. In contrast, 55% of the respondents are classified as externals, relying more on external factors in their academic pursuits.

The Dangers of Procrastination for Learners

Procrastination behavior in doing assignments or what is currently known in the world of education as academic procrastination, is a behavior that is very often done by some students. This procrastination itself has various impacts and can cause harm to students related to their academic life. This research will not only discuss the impact of procrastination but will also reveal what are the dangers of procrastination for students using the literature study research method. The results of this study show that procrastination can harm students from a physical, psychological, or emotional perspective. If procrastination is continuously carried out by students, there will be physical disorders in the form of health problems, psychological disorders in the form of high stress, and emotional disorders in the form of high anxiety.

Academic procrastination in students at a private university in the Peruvian Amazon: A cross-sectional study

Introduction: Procrastination is considered a fairly recurring behavior since ancient times, as people tend to postpone activities that are considered complex, not very motivating, stressful or that do not generate interest. Objective: To analyze academic procrastination in students from a private university in the Peruvian Amazon. Methods: The approach was quantitative, the design was non-experimental, and the type was descriptive and transactional. Academic procrastination was evaluated in 275 students of the Administration, Accounting, and Law careers by applying the Academic Procrastination Scale, an instrument with adequate psychometric properties.

The effect of social media on academic procrastination

Los medios de comunicación informan con frecuencia de la preocupación por la relación entre la procrastinación académica y el uso de las redes sociales. Varios estudios han refutado la idea de que Facebook son perjudiciales para nuestra capacidad de concentración y rendimiento académico, y otros han demostrado los efectos positivos de las aplicaciones en determinados hábitos de estudio. Incluso se ha demostrado que las redes sociales pueden servir para identificar patrones de procrastinación. Para ello, es necesario realizar estudios previos que revisen la relación de estos fenómenos y se establezcan resultados científicos. En este estudio se expone un resumen de estudios recientes que examinan las formas en que los estudiantes con hábitos de procrastinación utilizan los medios sociales, cómo este uso afecta a su rendimiento académico. El presente estudio fue una revisión realizada entre 2006 y 2021. Según las palabras clave, se realizó una búsqueda exhaustiva en las bases de datos Web of Science, PubMed, Scopus, Google Scholar, Magiran y SID. En total, se obtuvieron 789 artículos. Las redes sociales pueden tener un impacto positivo en los niños y adolescentes, ya sea enseñándoles a gestionar su tiempo, mejorando sus hábitos de estudio o simplemente siendo una fuente de distracción.

“I can't focus now, I will study tomorrow” - The link between academic procrastination and resistance to distraction

Procrastination is a tendency to delay tasks, despite being aware of the negative consequences of doing so. Previous studies have shown that students who frequently procrastinate, present difficulties with maintaining attention during task completion. These problems might be related to decreased resistance to distraction caused by task-irrelevant stimuli appearing in the surrounding environment. In the present study we verified this hypothesis by investigating the relationship between procrastination and susceptibility to distraction with the use of behavioral and neurophysiological measures. We recruited high (HP) and low (LP) procrastinating students and asked them to perform an Auditory Visual Distraction task which required participants to respond to visual stimuli and ignore the preceding sounds. Although HP (vs. LP) did not show increased orientation of attention towards distracting sounds, they were still less attentive to task-relevant stimuli. These results indicate that procrastination-related attentional deficits might be linked to other sources of distraction, such as mind-wandering episodes. Educational relevance statementAccording to our knowledge, the presented study was the first to use objective measures in order to investigate the link between procrastination and the ability to ignore external distractors. Although we did not confirm the expected relationship, we observed that students who frequently procrastinate still present certain attentional dysfunctions, which might be related to other sources of distraction, such as mind-wandering episodes. We believe that observed deficits might partially explain higher propensity to delay completion of different assignments, as inability to maintain sustained attention can increase the perceived aversiveness and difficulty of the performing tasks and/or facilitate attentional shift towards alternative goals. Obtained findings might contribute to the development of therapeutic interventions or guidelines for psychologists, managers, team leaders or teachers on how to manage the problem of procrastination in the workplace or school settings.

Hubungan Antara Stres Akademik Dengan Prokrastinasi Akademik Pada Mahasiswa

This study aimed to determine the relationship between academic stress and academic procrastination among students at Muhammadiyah Sidoarjo University. The type of research uses quantitative correlational. The total population of 10802 students with a sample of 336 students taken by simple random sampling technique. Data collection techniques using a Likert scale. The validity of academic stress uses 14 valid items. The validity of academic procrastination uses 20 valid items. Academic stress reliability results of 0.780 from 14 items. The results of academic procrastination reliability were 0.853 out of 20 items. The data analysis technique uses Spearman's product moment assisted by SPSS 25.0. The results of data analysis obtained rxy = 0.365 with sig 0.000 <0.05. Then the hypothesis is accepted which means there is a positive relationship between academic stress and academic procrastination.

Hubungan Antara Self-Regulated Learning dengan Motivasi Belajar Siswa SMA Hang Tuah 2 Sidoarjo pada Masa Pandemi

This research was based on the phenomenon problem of motivation to learn experienced by students of SMA Hang Tuah 2 Sidoarjo. This study aims to determine the relationship between self-regulation learning and learning motivation in students of Sma Hang Tuah 2 Sidoarjo. This research is included in the type of quantitative research with a correlational approach. This research was conducted at SMA Hang Tuah 2 Sidoarjo, East Java. The population in this study was 400 students, so from calculations using the Krejcie Morgan formula, the sample used 196 students taken using a simple random sampling technique. Data collection in this study used two psychological scales, namely the self-regulated learning scale from the aspect of self-regulated learning developed by Dewi (2019) and obtained a reliability coefficient value of (α) 0.939 and a learning motivation scale from the aspect of learning motivation developed by Santiarini (2020) and a reliability coefficient value of (α) 0.835 was obtained. Data analysis in this study using Spearman's Correlations and this analysis process used the help of the JASP program version 0.14.0.0 for windows. The results of the study obtained a value of r = 0.538 and a p value = 0.001 where 0.001 < 0.05 which means that there is a positive relationship between self regulated learning variables and academic procrastination in students of SMA Hang Tuah 2 Sidoarjo.

Academic procrastination as a mediator between learning environment and academic performance

Learning environment variables, such as online/in-person learning and time in academic term, are known to increase students’ academic procrastination and worsen their academic performance. However, the role of academic procrastination in the relationship between learning environment and academic performance remains unclear. The objective of the present study was to investigate the multivariate relationships among learning environment variables, including online/in-person classrooms and time in academic term; academic procrastination; and academic performance simultaneously in an integrated model. A longitudinal field study consisting of 120 undergraduate participants was conducted from 2019 to 2022. A structural equation model was constructed to test the relationships among variables. The results showed that in the second half of the academic quarter in online learning environments, students procrastinated more and submitted assignments close to the deadline, which resulted in low academic performance. Students’ academic procrastination mediated the relationship between learning environment and academic performance.

Effect of emotional exhaustion on satisfaction with studies and academic procrastination among Peruvian university students

ObjectiveTo examine the effect of emotional exhaustion on satisfaction with studies and academic procrastination among Peruvian university students.MethodsAn explanatory study was conducted with 1,011 Peruvian university students (60.2% women and 39.8% men). The Brief Satisfaction with Studies Scale (EBSE), Emotional Exhaustion Scale (ECE), and the Academic Procrastination Scale (EPA) were used to measure the variables.ResultsThe results revealed that the explanatory model had an acceptable fit, χ2(1) = 7.7, p = 0.006, CFI = 0.982, RMSEA = 0.081, SRMR = 0.021. These findings provide evidence that emotional exhaustion negatively affects satisfaction with studies (β = −0.30, p < 0.001) and positively influences academic procrastination (β = 0.15, p < 0.001).ConclusionEmotional exhaustion is decisive in satisfaction with studies and academic procrastination.