Procrastination Research Articles

The Relationship Between Teenagers' Perception of Parental Discipline and Academic Procrastination in an EFL Context

Abstract. This research aims to find out the relationship between teenagers' perception of of parental discipline and the academic procrastination in an EFL context of students at SMA 1 Bulukumba. This research is descriptive quantitative research and sampling was carried out using the random sampling method. Research data was collected using a Likert scale regarding teenagers' perceptions of the implementation of parental discipline and academic procrastination. Based on the results of data analysis using SPSS, the normality test yielded a significance value (Sig) of 0.009. This indicates that the data is derived from a population that follows a normal distribution. Then, the linearity test revealed a negative (-) direction of the relationship between adolescents' perceptions of parental discipline and academic procrastination. The linearity coefficient of 0.79 indicates that 79% of the variation in academic procrastination can be explained by perceptions of parental discipline. Thus, hypothesis test: the correlation coefficient of 0.138, obtained through the SPSS program, indicates the relationship between adolescents' perceptions of parental discipline and academic procrastination. Keywords: teenagers’ perception, parental discipline, academic procrastination

Relationship between Personality Traits and Academic Procrastination among College Students: A Correlational Study

In this study, the relationship between Personality Traits and Academic Procrastination of one hundred undergraduate students was investigated. The study was conducted with 100 Indian students who were engaged in different educational programmes of graduation at various higher education centres of Lucknow, Uttar Pradesh and Delhi, India. The age of participants ranged from 18 to 25 years. Data collection tools included the Procrastination Assessment Scale for Students (Rothblum & Solomon, 1984) and the Big Five Inventory. Correlational analysis revealed that academic procrastination was found to have a negative correlation with extraversion alone, while it did not significantly correlate with the other Big Five qualities (conscientiousness, agreeableness, openness, and neuroticism). These findings suggest that extraversion may mitigate undergraduate students' inclination for academic procrastination.

Key Insights on Academic Procrastination for Global Scholars

This study investigates the relationship between self-efficacy, self-control, and academic procrastination among students in the Faculty of Psychology and Education Sciences at Muhammadiyah University of Sidoarjo (UMSIDA). Utilizing a quantitative correlational design, data from 327 participants were collected using three psychological scales previously tested for reliability and validity on a sample of 30 individuals. Results from multiple linear regression analysis show that both self-efficacy and self-control significantly predict academic procrastination, collectively explaining 45.8% of the variance, with self-efficacy contributing 24% and self-control 21%. Understanding these dynamics has implications for targeted interventions to mitigate academic procrastination and enhance student success and well-being in this academic context. Highlight: Psychological Factors' Impact: Self-efficacy, self-control crucial in academic procrastination. Quantitative Correlational Design: Enhances understanding of variable relationships. Student Support Implications: Inform targeted interventions for student success and well-being. Keyword: self-efficacy, self-control, academic procrastination, psychology education, Muhammadiyah University

The Corelations of Loneliness with Social Media Addiction to Academic Procrastination in Adolescents

This study aims to determine the corrlation between loneliness and social media addiction to academic procrastination. The sampling technique used in this study is purposive sampling. The population of this study was all students of SMKN 3 Seluma with a total sample of 247 students taken based on predetermined criteria. Data were obtained through questionnaire distribution and analyzed using descriptive quantitative methods and analyzed using Product Moment test. The results showed that the loneliness variable had a positive influence on academic procrastination, which was 0.768, while the social media addiction variable had a positive effect on academic procrastination with a correlation coefficient value of 0.849 and loneliness had a significant positive effect on social media addiction with a correlation coefficient value of 0.767. So it can be concluded that loneliness and social media addiction have a significant positive corelation with academic procrastination. Keywords: loneliness, social media addiction, academic procrastination

Studying the phenomenon of self-compassion in the context of preventing academic procrastination

Introduction. Currently, the presence of procrastination causes contradictions in modern conditions of society, which places special demands on the independence, initiative, motivation and responsibility of the individual. Scientific research describes in sufficient detail the factors that cause procrastination. There is less research on the relationship between procrastination and such an aspect of personality as self-compassion. The purpose of our study is to examine the relationship between procrastination and self-compassion among university students. Materials and methods. The sample consisted of 157 students of the St. Petersburg State University of Architecture and Civil Engineering, of which 77 boys and 80 girls aged 19 to 22 years. The assumption that procrastination depends on self-compassion and self-esteem was tested using the Self-Compassion Scale by K. Neff, adapted by K.A. Chistopolskaya et al., test «Degree of severity of procrastination» (SVP) by M.A. Kiseleva, N.E. Shustova, O.V. Karina and the test «Personal Self-Esteem» by O.I. Motkova. The obtained empirical results were verified using the Kolmogorov–Smirnov test, Student's t-test, Pearson correlation analysis, and regression analysis. Results. It was revealed that 28% of students have a high level of self-compassion, 69% have an average level, 3% do not show self-compassion. The level of self-compassion among girls was significantly higher (79.3±10.0) than among boys (75.5±12.2). There is a negative relationship between indicators of self-compassion and indicators of procrastination: with a high level of self-compassion in a student, motivational insufficiency (r=- 0.24; p≤0.05), procrastination (r=-0.21; p≤0.05), anxiety (r=-0.31; p≤0.05). A positive relationship between self-compassion and self-esteem indicators was found. As a result of regression analysis, two components of self-compassion influencing procrastination were identified: self-isolation (B = -0.44) and excessive identification with negative emotions (B = -0.24). Conclusion. The results obtained show the need to develop self-compassion as a factor reducing personal procrastination.

Academic procrastination of nursing students in higher vocational college: Application of latent profile analysis and network analysis

BackgroundAcademic procrastination is especially prevalent among nursing students in higher vocational colleges and it is considered an important factor of poor academic performance. However, existing research mainly focused on the overall level of academic procrastination, and little is known about the individual heterogeneity of academic procrastination among nursing students in higher vocational colleges. Thus, the aim of this study was to clarify the subgroups and factors of academic procrastination among nursing students in higher vocational college and explore academic procrastination networks of the latent subgroups. MethodsA cross-sectional study with online survey. 1369 nursing students in one higher vocational college were recruited using convenience sampling. Participants completed electronic questionnaires that collected demographic and academic characteristics, perceived stress, and academic procrastination. Latent profile analysis, multinomial logistic regression analysis, and network analysis were performed to analyze the data. ResultsThree latent profiles of academic procrastination were identified: low (32.4 %), medium (53.3 %), and high (14.3 %). Higher vocational college nursing students who have reset an exam, low professional identity, and perceived more stress are more likely to have higher academic procrastination than other profiles. Network analysis showed that academic procrastination networks structure of the three latent profiles had distinct central components. For the low academic procrastination group, AP11 (“I make study plans, but I often fail to stick to them”) and AP12 (“If there is no external pressure, I tend to postpone assignments or reports with deadlines”) were the core components. For the medium academic procrastination group, AP17 (“I always wait until I can't postpone my academic tasks any longer before starting them”) and AP16 (“I always tend to postpone on assignments or other academic tasks”) were the central components. For the high academic procrastination group, AP16 and AP7 (“When studying in my dorm room, I often stop to do other things”) were the essential components. ConclusionsThere is heterogeneity in higher vocational college nursing students' academic procrastination that can be classified into three latent profiles. The examined factors of academic procrastination and identified the central components of academic procrastination networks of the three latent profiles help nurse educators tailor targeted interventions.

평가염려 완벽주의가 반추의 매개로 학업지연행동에 미치는 영향

This study examined the moderated mediating effect of self-compassion on the relationship among evaluative concerns perfectionism, rumination and academic procrastination for 358 students in universities nationwide. The results of this study are as follows. First, rumination fully mediated the relationship between evaluative concerns perfectionism and academic procrastination. Second, self-compassion moderated the relationship between rumination and academic procrastination. Third, self-compassion moderated the mediating effect of rumination between evaluative concerns perfectionism and academic procrastination. The results showed that evaluative concerns perfectionism affected academic procrastination through the mediation of rumination, and the mediating effect of rumination in the relationship between evaluative concerns perfectionism and academic procrastination depended on the level of self-compassion.

Identification of Academic Problems in Psychology College Students at Kudus

This research focuses on identifying problems in the learning process for psychology students who are studying at universities in Central Java. This research is research using analytical descriptive methods with the research population being all students of the Psychology Study Program in Central Java and the targets of the research are students who are still actively attending lectures. The activities carried out include collecting student problems in participating in the learning process at higher education. Based on the research results, there are seven academic problems experienced by students from the Class of 2020 to the Class of 2022 from highest to lowest, including 1) Decreased motivation of 30.4%, 2) Experiencing academic stress of 18.8%, 3) Low academic integrity by 17.5%, 4) Lack of time management skills by 11.5%, 5) Academic procrastination by 9.4%, 6) Optimism decreased by 7% and 7) Academic burnout by 5.4%.

The effectiveness of solution-focused brief counseling in reducing academic procrastination

The effectiveness of solution-focused brief counseling in reducing academic procrastination

Explore the Impact of Homesickness, Depression, and Consciousness on Hosteled Students' Academic Procrastination

Background: Homesickness, an emotional state triggered by separation from familiar environments, has been identified as a significant factor affecting mental health and academic performance in students, particularly those living in hostels. Existing literature links homesickness with increased feelings of anxiety and depression, which in turn may contribute to academic procrastination. Objective: This study aimed to explore the relationships among homesickness, depression, conscientiousness, and academic procrastination in hosteled students, with an emphasis on understanding how these factors interact to influence academic outcomes. Methods: A correlational research design was employed to assess the impact of homesickness, depression, and conscientiousness on academic procrastination among 150 hosteled students. Standardized tools including the Yearning in Situations of Loss scale (YSL), Depression Anxiety Stress Scale (DASS), Big Five Inventory (BFI), and Academic Procrastination Scale (APS) were utilized for data collection. Pearson correlation coefficients and multiple regression analyses were conducted using SPSS version 25 to analyze the data. Results: Homesickness was significantly correlated with anxiety (r=.373, p<.01) and stress (r=.33, p<.01). Conscientiousness showed a positive correlation with gender (r=.204, p<.05) and was associated with higher levels of academic procrastination (r=.28, p<.01). Regression analysis revealed that homesickness did not significantly predict academic procrastination (β =-.089, p=ns). Additionally, depression was identified as a mediator in the relationship between homesickness and academic procrastination, although the indirect effects were minimal. Conclusion: The study highlights the complex interplay between homesickness, depression, and conscientiousness in influencing academic procrastination among hosteled students. It underscores the need for targeted interventions to address these psychological factors, potentially enhancing academic performance and well-being in this population.

Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study

BackgroundAcademic procrastination is a widespread phenomenon among students. Therefore, evaluating the related factors has always been among the major concerns of educational system researchers. The present study aimed to determine the relationship of academic procrastination with self-esteem and moral intelligence in Shahroud University of Medical Sciences students.MethodsThis cross-sectional descriptive-analytical study was conducted on 205 medical sciences students. Participants were selected based on inclusion and exclusion criteria using the convenience sampling technique. The data collection tools included a demographic information form, Solomon and Rothblum’s Procrastination Assessment Scale-Students, Rosenberg Self-Esteem Scale, and Lennick and Kiel’s Moral Intelligence Questionnaire, all of which were completed online. The data were analyzed using descriptive statistics and inferential tests (multivariate linear regression with backward method) in SPSS software.Results96.1% of participating students experienced moderate to severe levels of academic procrastination. Based on the results of the backward multivariate linear regression model, the variables in the model explained 27.7% of the variance of academic procrastination. Additionally, self-esteem (P < 0.001, β=-0.942), grade point average (P < 0.001, β=-2.383), and interest in the study field (P = 0.006, β=-1.139) were reported as factors related to students’ academic procrastination.ConclusionAccording to the findings of this study, the majority of students suffer from high levels of academic procrastination. Furthermore, this problem was associated with low levels of self-esteem, grade point average, and interest in their field of study.

Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students

Motivational persistence and academic procrastination: the moderating role of behavioural deactivation for Romanian female students

대학생의 지각된 과제가치와 학습지연행동의 관계에서 협동학습태도를 통한 자기결정성동기의 조절된 매개효과

Objectives This study analyzed the moderated mediating effect of collaborative learning attitudes on self-determination motivation in the relationship between task value and academic procrastination behavior perceived by university students. And through the results derived here, the direction of effective learner-centered class design is suggested.&#x0D; Methods The subjects were 334 male and female university students enrolled in four-year colleges. The mediating effect of self-determination motivation, the moderating effect of collaborative learning attitude, and the mediated moderating effect were analyzed with SPSS PROCESS, and the significance of the mediating effect and moderating effect was verified through bootstrapping and t-value significance level for each level of the graph.&#x0D; Results First, in the relationship between perceived task value and academic procrastination, self-determination motivation showed a mediating effect in alleviating academic procrastination. In other words, the higher the perceived task value level, the higher the self-determination motivation, and the higher the self-determination motivation level, the mediating effect of alleviating procrastination behavior. Second, the collaborative learning attitude showed a significant moderating effect on the relationship between self-determination motivation and academic procrastination. Academic procrastination was significantly regulated at all levels of collaborative learning attitude. The group with self-determination motivation level ‘high’ and learning attitude level ‘high’ had the lowest level of academic procrastination. The group with collaborative ‘low’ level of self-determination motivation and ‘high’ collaborative learning attitude had the highest level of academic procrastination. Third, when perceived task value and self-determination motivation affect academic procrastination behavior, the cooperative learning attitude shows a significant mediated moderating effect. That is, the higher the perceived task value(B=-.332, p&lt;.001) and the higher the motivation for self-determination(B=-.484, p&lt;.001), the lower the procrastination behavior. However, when the level of self-determination motivation was lowered and the collaborative learning attitude was higher, procrastination behavior rather increased. As a result, the moderated mediating effect of collaborative learning attitude was verified through a significant interaction(B=-.018, p&lt;.05) of self-determination motivation*collaborative learning attitude.&#x0D; Conclusions Despite a favorable collaborative learning attitude, it is difficult to lower academic procrastination behavior if self-determination motivation is lacking. Therefore, it is effective to increase the level of self-determination motivation through class design that can enhance confidence and competence, and it is necessary to find a way to increase the value of the task.&#x0D;

“I’ll do it Later”: Multilevel antecedents of homework procrastination

Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to extracurriculars outside of school. At the individual and class levels, homework procrastination was associated positively with homework cost and negatively with homework expectancy. Furthermore, at the individual level, homework procrastination was associated positively with surface approach and time on videogames, but negatively with homework effort. Implications for practice and further investigation (e.g. homework expectancy and surface approach) are discussed in relation to our findings.

The effects of need satisfaction on active academic procrastination and the mediating roles of academic buoyancy and self-regulated learning

The effects of need satisfaction on active academic procrastination and the mediating roles of academic buoyancy and self-regulated learning

EXPLORING THE EFFECTIVENESS OF SOLUTION-FOCUSED BRIEF COUNSELING IN EDUCATION: A LITERATURE REVIEW

Counseling is a profession witnessing significant growth in America, responding to human needs since ancient times. Post-modern counseling, influenced by social constructivism, emphasizes the relativity of truth and reality. Solution-Focused Brief Counseling (SFBC), rooted in the counselor's strengths and focusing on future solutions, emerges as a potent approach. This paper explores the effectiveness of SFBC in education, particularly in addressing student issues. A literature study was conducted to gather data on the effectiveness of SFBC counseling in education. Data collection involved reviewing relevant articles and journals, totaling 20 sources. Content analysis was employed to interpret the findings. SFBC counseling demonstrated efficacy across various student issues, including self-esteem, self-control, academic procrastination, and truancy. Techniques like pre-test-post-test designs, group counseling, and individual counseling via video calls were utilized. The scope ranged from middle school to college, with adolescents being the primary demographic. Recommendations for future research include further exploration of SFBC's potential and its integration into school counseling programs. SFBC counseling has shown promising results in addressing student issues and promoting well-being. Its diverse applications and techniques underscore its potential for enhancing educational outcomes. Integration into school counseling services could further support students' holistic development and academic success.

The mediating role of resilience between emotional intelligence and academic procrastination in nursing undergraduates: A cross-sectional study.

To investigate the relationship among emotional intelligence (EI), resilience and academic procrastination (AP), and provide suggestions for the development of targeted intervention strategies and lowering of AP level of nursing undergraduates. A cross-sectional study. Three provincial universities offering nursing courses in China were investigated in this study. A convenience sample of 256 nursing undergraduates from May 2021 to September 2021 were recruited, with a response rate of 91.4%. Data were collected using face-to-face interviews. The survey tools included the General Information Questionnaire, Academic Procrastination Scale, Emotional Intelligence Scale and Resilience Scale. IBM SPSS v19.0 and Amos 22.0 were used for data analysis. The AP of sampled nursing undergraduates was at the middle level (54.4 ± 21.5). The AP of nursing undergraduates was negatively correlated with EI and resilience. Moreover, the analysis on the mediating role of resilience via structural equation model showed a good fit, with χ2/df = 2.34, RMSEA = 0.07, CFI = 0.99, GFI = 0.95, TLI = 0.98. No patient or public contribution.

ACADEMIC PROCRASTINATION AMONG UNDERGRADUATE STUDENTS OF A MEDICAL INSTITUTION

Background: Academic procrastination is a universal phenomenon. It affects various aspects of student’s personal and academic life and also has been associated with numerous undesirable and irreversible consequences. The objective of the study was to assess the level of academic procrastination among the undergraduate students. Methods: A descriptive cross-sectional study was conducted among 454 undergraduate students of a medical institute using convenience sampling technique. Students were requested to complete a self-administered questionnaire which comprised their socio-demographic characteristics and Academic Procrastination scale. Descriptive studies i.e. mean, percentage, frequency, standard deviation and inferential statistics i.e. Chi-square was used to analyse the data. Results: High level of academic procrastination was seen among 40.1% of the undergraduate students. Academic procrastination was also found to be significantly associated with age, sex and academic year of the undergraduate students. Conclusions: The finding of this study reveal that a considerable number of undergraduate students have high level of academic procrastination.

The Relationship Between Social Support, Self-Efficacy and Procrastination and Student Academic Stress in Distance Learning During the Covid-19 Pandemic

In the midst of the pandemic, changes in the education system at all levels have become a necessity. Face-to-face classroom learning has shifted to distance learning, utilizing various media tools such as Schoology, Zoom, and others. This change has brought significant impacts on students, one of which is the increased level of academic stress. Academic stress can be influenced by various factors, including self-efficacy and the tendency to procrastinate, as well as social support from the surrounding environment. The aim of this research is to examine the relationship between social support, self-efficacy, academic procrastination, and academic stress experienced by students during distance learning. This study employs a quantitative correlational method, involving 408 undergraduate students at Universitas Muhammadiyah Surakarta. Respondents were randomly selected using criteria that they had participated in distance learning during the COVID-19 pandemic. The collected data were then analyzed using multiple linear regression analysis. The results of the study indicate that social support, self-efficacy, and academic procrastination are correlated with academic stress, with a correlation coefficient (R) of 0.442 and an effective contribution of 19.6%.

Pengaruh Adversity Quotient dan Prokrastinasi Akademik Terhadap Prestasi Akademik

This research aims to analyze 1) The impact of the adversity quotient and academic procrastination on students' academic achievement at Faculty of Economics and Business Universitas Negeri Padang 2) The impact of the adversity quotient on students' academic achievement at Faculty of Economics and Business Universitas Negeri Padang 3) The impact of academic procrastination on students' achievement at Faculty of Economics and Business Universitas Negeri Padang. This study employs a quantitative methodology and is causal associative in nature. A sample of 88 respondents was selected by proportionate random sampling procedures from among the 684 active undergraduate students in the class of 2017–2019 at Faculty of Economics and Business Universitas Negeri Padang. Applying methods from multiple linear regression analysis with SPSS version 27. The research result show that adversity quotient and academic procrastination have a significant impact of 32% on students' academic achievement at Faculty of Economics and Business Universitas Negeri Padang