Level Of Academic Procrastination Research Articles

Role of students’ academic procrastination in shaping mathematics achievement

ABSTRACT This study explores the role of academic procrastination in shaping mathematics achievement in Nepali schools. Utilising a quantitative research design, a cross-sectional survey was conducted with 474 students selected through multi-stage cluster sampling from eight public secondary schools in Nepal. The data were analysed using t-tests, ANOVA, and multiple linear regressions. The findings reveal significantly higher levels of both academic achievement and procrastination. Moreover, a high level of academic procrastination was found to have a significant negative effect on mathematics achievement. Influential factors in this correlation include students’ ethnicity, study hours at home, family size, and parents’ educational background. Stakeholders, including parents, teachers, and policymakers, should collaborate synergistically to address the underlying causes of procrastination and provide robust support mechanisms to enhance students’ learning outcomes.

Gambaran Prokrastinasi Akademik Mahasiswa dan Implikasinya dalam Pelayanan Konseling

This research is motivated by the existence of academic procrastination that occurs among students. Students carry out high academic procrastination because students do not have the ability to manage their time well and prefer to do more enjoyable tasks than completing tasks. This study aims to describe the academic procrastination of curriculum and educational technology students and its effectiveness in counseling services. This type of research is quantitative research with a descriptive method. The population in this study was 436 students with a research sample of 209 students of the Curriculum & Educational Technology Department who were active in lectures in the 2020, 2021, 2022, and 2023 classes of the 2024/2025 academic year. The sampling technique for this study used the Proportional Stratified Random Sampling technique. Data collection was carried out through the use of instruments using a Likert scale, namely using academic procrastination instruments for students. The results of this study indicate that: (1) the level of academic procrastination of students majoring in curriculum and educational technology as a whole is in the moderate category. (2) the level of academic procrastination of students based on aspects of being stuck in starting and completing tasks is in the moderate category. (3) the level of academic procrastination of students based on aspects of being late in completing tasks is in the moderate category. (4) the level of academic procrastination of students based on aspects of time discrepancies between plans and actual performance is in the moderate category. (5) the level of academic procrastination of students based on aspects of doing more enjoyable activities is in the moderate category. Based on the results of this research, counselors can provide assistance to students to reduce the level of academic procrastination of students in the form of: information services, individual counseling services, group guidance services and group counseling services.

Academic Procrastination and Burnout among Grade 11 Students

This study aimed to determine the significant relationship between academic procrastination and burnout. Simple random sampling was used, and it included 53 students. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), and Simple Linear Regression, results showed that the level of academic procrastination was moderate or sometimes manifested. It was also found that the level of student burnout was moderate or sometimes manifested. There was a significant relationship between academic procrastination and burnout. This means that students who frequently put things off are more likely to experience feelings of exhaustion, cynicism, and a sense of inadequacy related to their studies. Accordingly, academic procrastination significantly influences student’s burnout. School officials were recommended to implement a multi-tiered policy to address student procrastination and burnout.

Smartphone Distraction and Academic Anxiety: The Mediating Role of Academic Procrastination and the Moderating Role of Time Management Disposition.

The present study investigated the relationship between smartphone distraction, academic procrastination, academic anxiety, and time management disposition. A total of 474 college students were recruited to complete a survey comprising measures of smartphone distraction, academic procrastination, academic anxiety, and time management disposition. The hypothesised moderated mediation model was tested using Model 4 and Model 15 of the PROCESS macro for SPSS. Results showed that smartphone distraction was positively and significantly correlated with academic anxiety (r = 0.40, p < 0.001) and academic procrastination (r = 0.42, p < 0.001). Academic procrastination mediated the relationship between smartphone distraction and academic anxiety. Time management disposition moderated the paths from academic procrastination and smartphone distraction to academic anxiety. The present study suggests that smartphone distraction could predict increased levels of academic procrastination, which could then lead to higher academic anxiety. However, the predicting effects in this mediation model could fluctuate across individuals with different time management dispositions. Further studies are needed to explore the mechanism of smartphone distraction using different methods.

The role of big five traits and self-esteem on academic procrastination in Honduran and Spanish university students: A cross-cultural study

Academic procrastination, a prevalent issue in higher education, has been associated with various adverse outcomes. This study aims to discern and compare the degrees of academic procrastination among university students in Honduras and Spain while also investigating the relationship between academic procrastination and the Big Five personality factors alongside self-esteem. The sample comprised 457 university students, encompassing 237 Hondurans and 220 Spaniards. The research employed descriptive, comparative, correlational, and regression analyses. Honduran university students exhibited a significantly lower level of academic procrastination. Correlational analyses revealed that self-esteem and all Big Five personality factors, except for neuroticism in the Spanish cohort, displayed noteworthy associations with academic procrastination. Further regression analyses demonstrated that conscientiousness emerged as a significant predictor of procrastination in both samples. This study's findings can be pivotal in identifying students at risk of procrastination at an early stage. Additionally, the results can inform the development of intervention programs designed to mitigate procrastination tendencies among university students.

ANALYSIS OF THE LEVEL OF PROCRASTINATION OF FKIP UNISRI STUDENTS

This research aims to determine the level of student academic procrastination. The research method used is quantitative research using surveys. The survey results showed that from a sample of 109 students, the results were: Low academic procrastination category, namely: 0 students, Medium academic procrastination 98 students (89.90%), High academic procrastination 11 students (10.09%). Based on the survey results, the results showed that the majority of students' level of academic procrastination was in the medium category and some were in the high academic procrastination category. Based on observations, namely: students do assignments at a tight time to submit assignments, and sometimes some students are late in submitting assignments.

Analysis of Level of Academic Procrastination on Mathematics Assignments

This study aims to determine the level of academic procrastination on the mathematics assignment of students at SMP Negeri 11 Yogyakarta. In addition, to find out the causes of students experiencing academic procrastination. The purpose of the study was so that the results of this study can be used as a reference to find solutions to the problems experienced by students. This type of research is descriptive quantitative. The population in this study were students of SMP Negeri 11 Yogyakarta class VIII as many as 136 students. The methods used are questionnaires, interviews, and documentation. The instrument validity technique uses logical validity carried out by material experts and empirical validity with a significant level of 5%. Test the reliability of the instrument using Cronbach's Alpha formula and determine the category of procrastination using SPSS 28.0. Qualitative data analysis uses descriptive qualitative, including data reduction, data presentation, and verification. Test the validity of the data in this study including the credibility test using triangulation techniques. The results showed that there were 21 students in the high category, 69 students in the medium category, and 10 students in the low category. The causes of students experiencing procrastination include a lack of interest in mathematics, difficult math tasks, considering tasks that are less important to do, and lacking the ability to divide time.

Self-leadership as the ability for self-management in relation to academic procrastination of engineering students

Introduction. In the modern educational environment, attention is increasingly focused on the development of students’ personalities. The ability to self-organize, self-discipline and self-motivation becomes a necessary skill both for achieving educational goals and for successful integration into the professional environment of a future specialist. The purpose of the study is to study the influence of self-leadership, self-management and self-esteem on the level of academic procrastination of engineering students. Materials and methods. The sample is represented by 138 students of the St. Petersburg State University of Architecture and Civil Engineering, the average age was 20 years. The following methods were used: «Questionnaire to determine the level of self-leadership», adapted by Kim E-sung, «Scale for assessing academic procrastination», adapted by M.V. Zverev, questionnaire «Ability to self-government» N.M. Peysakhova, test «Determination of the level of self-esteem» S.V. Kovaleva. Results. The self-leadership and self-management skills of engineering students are at the «above average» level, there is also an average level of procrastination, and a low level of self-esteem was found. Students' academic procrastination decreases with a high level of goal-setting ability (r=-0,19; p≤0,05), introspection (r=-0,19; p≤0,05), self-control (r=-0,20; p≤0,05). Procrastination increases when using the strategies of «self-reward» (r=0,18, p≤0,05) and «visualization of one’s own success» (r=0,19, p≤0,05), as well as with high self-esteem (r=0,23; p≤0,001). Girls are more likely to procrastinate, care about the quality of work, and reward themselves after achieving results than boys. The most significant contribution to the academic procrastination of engineering students is made by goal setting (B = -0,36) and «visualization of one’s own success» (B = 0,40). Conclusion. Academic procrastination is one of the common problems in education. Self-leadership as the ability for self-management has a significant impact on procrastination, reducing it. Further research into the phenomenon of self-leadership may contribute to the development of programs for developing selfmanagement skills, which will improve learning outcomes.

A Study to Assess the Level of Academic Procrastination among B.Sc. Nursing Students, Royal School of Nursing, the Assam Royal Global University, Guwahati, Assam

A Study to Assess the Level of Academic Procrastination among B.Sc. Nursing Students, Royal School of Nursing, the Assam Royal Global University, Guwahati, Assam

Academic procrastination, loneliness, and academic anxiety as predictors of suicidality among university students.

Suicide is a major public health concern, and university students are at higher risk of suicide than any other age group. The purpose of this study was to examine the prediction power of loneliness, academic anxiety, and academic procrastination on suicidality among university students. A cross-sectional, correlational design was used to recruit 403 university students using the electronic survey format in Jordan. Data were collected regarding loneliness, academic anxiety, academic procrastination, and suicidality. A two-step multiple hierarchical regression analysis was performed. Only 17.1% (n = 69) of students were at risk of suicide, low to moderate level of loneliness, moderate level and moderate to high level of academic procrastination of academic anxiety. The model that included the sociodemographic and the psychological factors was significant (F18,390 = 12.3, p < 0.001) where the total variance in suicidality was 37.3% (R2 = 0.373). Being a working student, being on psychotropic medication, romantic and family relationships domains of loneliness, and academic anxiety were found to be predictors of suicidality (p < 0.05). Suicide is a significant problem among university students. Mental health professionals and policymakers need to enhance the use and access to mental health services and seek psychological counselling to combat the increasingly observed phenomenon of suicide among young people.

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.

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&lt;.01) and stress (r=.33, p&lt;.01). Conscientiousness showed a positive correlation with gender (r=.204, p&lt;.05) and was associated with higher levels of academic procrastination (r=.28, p&lt;.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.

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;

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.

Exploring the association between academic procrastination and psychological well-being among university students: A case study of the blended learning model at a public university in Jordan

Blended learning combines traditional education with digital technologies. The current study investigates the levels of academic procrastination and psychological well-being and examines the correlation between these two variables among students in blended learning in a public university in Jordan. The sample encompassed 709 students, consisting of individuals from both genders. The data-gathering procedure involved the utilization of measurement instruments to assess both academic procrastination and psychological well-being. The students exhibited a low level of academic procrastination, pointing toward a positive impact of the blended learning model in their academic environment. This is apparent through the significant rise in their levels of psychological well-being. Intriguingly, an inverse correlation between academic procrastination and psychological well-being was noted. Furthermore, the findings indicated that academic procrastination exerts a detrimental influence on psychological well-being, aligning with the outcomes documented in the literature review, which emphasized how academic procrastination diminishes subjective well-being and reduces overall happiness. This study is confined to a specific university context and the sphere of blended learning, thereby limiting its generalizability to other educational models.

Student academic procrastination in online and offline learning

Students after attending offline lectures stated that they understood the lecture material better and it was more fun. The purpose of this study is to determine the academic procrastination of students in both offline and online learning, the level of academic procrastination of students, differences in academic procrastination in learning, factors that influence academic procrastination, and the magnitude of the influence of each factor forming it. The analysis technique used is Confirmatory Factor Analysis (CFA) with the Structural Equation Model (SEM) model. ANOVA analysis was used to determine the difference between online and offline learning on self-perception, self-efficacy, self-resilience, and academic procrastination. The results of this study show that there are differences in self-perception, self-efficacy, self-resilience, and academic procrastination owned by students for online and offline learning. Offline learning is considered better for students as evidenced by the fact that when compared to both learning systems (online and offline), offline learning has higher self-perception, self-efficacy, self-resilience, and academic procrastination than online learning.&#x0D;

Self-efficacy and academic procrastination in a sample of university students: A correlational study

Introduction: in the university context, self-efficacy extends beyond mere confidence in a student's academic abilities; it is considered a fundamental pillar that impacts their academic performance, intrinsic motivation, ability to face challenges, and psychological well-being. However, its absence could trigger a series of negative effects on the student and their educational experience.Objective: to determine if self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru.Methods: quantitative research, non-experimental design, and cross-sectional correlational type. The sample consisted of 185 students, estimated through probabilistic sampling. The instruments used for data collection were the General Self-Efficacy Scale and the Academic Procrastination Scale, both with adequate psychometric properties.Results: the students were characterized by moderate levels of self-efficacy and low levels of academic procrastination. Additionally, it was determined that the Spearman's rho correlation coefficient for the variables of self-efficacy and academic procrastination was -0,687 (p &lt;0,05). This means that as the belief in one's own ability to succeed academically increases, the tendency to postpone academic tasks decreases.Conclusions: self-efficacy is significantly related to academic procrastination in a sample of students from a public university in Peru. This finding underscores the importance of implementing interventions to strengthen students' self-efficacy while strategically addressing academic procrastination

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 &amp; 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.