Predictors Of Academic Procrastination Research Articles

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.

FEAR OF FAILURE AND SELF-ESTEEM AS PREDICTORS OF ACADEMIC PROCRASTINATION AMONG COLLEGE STUDENTS

In this study, the researcher investigated the role of fear of failure and different aspects of self-esteem (positivity, openness, competence, humility, self-worth, and learning orientation) in relation to academic procrastination. The primary data was collected from a sample of 200 students (96 males and 104 females) from St. Johns College, Agra. The students were selected using random cluster multistage sampling, and their age ranged from 17 to 25 years. The study utilized three scales for data collection: the Academic Procrastination Scale by Gupta and Bashir (2018), the Performance Failure Appraisal Inventory by Conroy (2003), and the Self-Esteem Scale by Dhar and Dhar (2015). The collected data was then analyzed using t-tests, Pearson correlations, and linear regression in SPSS-22. The results of the t-tests indicated significant differences between male and female students in terms of academic procrastination, self-worth, and fear of failure. Male students scored higher than female students in academic procrastination, while female students scored higher in fear of failure and self-worth compared to male students. The Pearson correlation analysis revealed a positive correlation between fear of failure and academic procrastination, and a negative association between the different subscales of self-esteem and academic procrastination. Furthermore, the linear regression analyses indicated that fear of failure and self-worth were predictors of academic procrastination among college students. In summary, this study explored the relationship between fear of failure, self-esteem, and academic procrastination. The findings suggest that fear of failure and low self-worth are associated with higher levels of academic procrastination among college students. KEYWORDS: Fear of Failure, Self-Esteem, Academic Procrastination.

Academic Self Efficacy and Dispositional Hope as Predictors of Academic Procrastination: The Mediating Effect of Academic Intrinsic Motivation

This study aims at determining the mediating effect of academic intrinsic motivation on the relationship between both students’ academic self-efficacy and dispositional hope levels to their academic procrastination habits. The data were collected from a sample of 252 college students, 69 males (27.4%) and 183 females (72.6%), aged between 18 and 33 (X = 20.55; Sd =1.52) studying at a state university located in the Central Black Sea region of Turkey using a correlational survey model. Academic Self Efficacy Scale, Dispositional Hope Scale, Academic Intrinsic Motivation Scale, and Aitken Academic Procrastination Scale were used as data collection tools. Descriptive statistics of the socio-demographic characteristics were presented, and Pearson correlation analysis was conducted to determine the correlations between variables by using SPSS statistical package programme. The hypothesis measurement model and the mediating effect were examined by Structural Equation Modeling (SEM) by using LISREL statistical software. The obtained results showed that significant (low and moderate) relationships exist between variables and the model tested in the study yielded acceptable and good fit index values. A complete mediating effect of academic intrinsic motivation on the relationship between both academic self-efficacy and dispositional hope with academic procrastination was determined. The findings were discussed, and some recommendations were made.

Modeling Self-Regulated Learning: The mediating role in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students

Introduction. Inability to self-regulate learning is likely to be an indication of internet/mobile phone use. When students have low self-regulation, this may negatively predict problematic smartphone use. Additionally, problematic smartphone use could be a predictor of academic procrastination. The aim of this study was to investigate the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students. Method. For the purpose of this study, quantitative survey research was employed. The independent variable is AP, PSU is the dependent variable and SRL is the moderating variable. 228 students from the four schools were selected. They were all in third year. They aged 14-15 years. Results. Self-regulated learning correlates negatively with academic procrastination, and smartphone addiction. On the other hand, self-regulated learning was found to be positively correlated with Problematic Smartphone Use. This study found that academic procrastination predicted negatively self-regulated learning. SLR predicted AP. Discussion and Conclusion. The results of this study raised our awareness of the mediating role of self-regulated learning in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled student.

Social networks as integral of ICT: a predictor of academic procrastination

Internet applications simultaneously are a driving force to the cultural dividend of social networks among the students of higher education. Social networks as an interactive form of networks that allow the user to with and publish to each other, generally utilizing the internet provide a ground for multiple purposes activities ranging from pleasure, business, official and academic purposes. This paper intends to discuss the other side of social networks as it influences the prediction of academic procrastination among the students of higher education. Students' tendency for irrational task delay (i.e. procrastination) may be particularly lying face down to use Internet applications simultaneously to other tasks (e.g., during homework) and in an inadequately controlled approach. It is also a review of some literature related to the topic under discussion. Issues relate to the use of social networks for other activities in the name of academics and turn to academic procrastination is common among the students of higher education. Students are more pleasure seeking than academic participation unless otherwise. Therefore, the paper suggests some techniques that low down the social networks as a predictor of academic procrastination.

Grit, Self-Regulation and Self-Efficacy as Predictors of Academic Procrastination among Nursing Students

In recent years, procrastination has become a central issue which is difficult to ignore. It is considered one of the most serious problems in educational settings. So the current study aimed to investigate grit, self-regulation and self-efficacy as predictors of academic procrastination. The study was conducted at the Faculty of Nursing, Zagazig University, Egypt, using descriptive correlational design. A simple random sample of 324 nursing students, were selected from the above-mentioned setting. Four tools were used to collect data for the study; Academic procrastination scale, grit, self-efficacy scale and self-regulation scale. Results revealed highly statistically significant correlations among grit, self-regulation, self-efficacy and academic procrastination where P- value < 0.01, also, grit, self-regulation and self-efficacy were predictors of academic procrastination (R2 = 0.110, R2= 0.290, & R2= 0.659, respectively). It is concluded that grit, self-regulation and self-efficacy can predict academic procrastination. Consequently, it is recommended that faculty should raise nursing students’ awareness about procrastination and provide a training program about self-regulation for them.

Emotional Regulation and Performance as Predictors of Academic Procrastination in University Students

espanolEl objetivo de este trabajo es determinar la relacion existente y determinante de la Regulacion Emocional y el Rendimiento en la Procrastinacion Academica en una muestra de estudiantes de universitarios de Ambato, Ecuador, asi como las diferencias de genero. El estudio es de tipo cuantitativo, comparativo, correlacional y de prediccion con el Cuestionario de Regulacion Emocional, la Escala de Procrastinacion Academica y la Escala de Procrastinacion para estudiantes. Participaron 290 alumnos de Psicologia (23,4% hombres y 76,6% mujeres), de entre 17 y 30 anos (M = 20,8 anos; DT = 1,9). No se encontraron diferencias significativas inter-genero en la evaluacion de Regulacion Emocional y de Procrastinacion Academica; se confirma la correlacion de la Regulacion Emocional; el Rendimiento y nivel academico con la Procrastinacion Academica. El componente cognitivo de la Regulacion Emocional es el que tiene mayor implicacion en la covariabilidad con la Procrastinacion. La regresion lineal multiple muestra que estas variables son determinantes. En conclusion, la Regulacion Emocional, el Rendimiento y el Nivel academico son predictores de la Procrastinacion Academica, pues pueden explicar el 21,3% de los cambios en la varianza. EnglishThe aim of this study is to determine the existing and determining relationship of Emotional Regulation and Performance in Academic Procrastination in a sample of university students from Ambato, Ecuador and gender differences. Is a quantitative, comparative, correlational and prediction type study with the Emotional Regulation Questionnaire, the Academic Procrastination Scale and the Procrastination Scale for students. 290 Psychology pupils of a university (23.4% men and 76.6% women) between 17 to 30 years (M = 20.8 years; SD = 1.9). No significant inter-gender differences were found in the evaluation of Emotional Regulation and Academic Procrastination; the correlation of the Emotional Regulation is confirmed; the Performance and academic level with the Academic Procrastination. The cognitive component of Emotional Regulation is the one with the greatest implication in covariability with Procrastination. Multiple linear regression shows that these variables are determinants. Like conclusion, the Emotional Regulation, Performance and Academic Level are predictors of Academic Procrastination, as they can explain 21.3% of changes in variance.

Differences in procrastination and motivation between undergraduate and graduate students

Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and graduate students. Sixty-six undergraduate and sixty-eight graduate students responded to a packet of questionnaires concerning their experience in an educational psychology class. The results show that students’ beliefs about the usefulness of procrastination were a better predictor of academic procrastination than self-efficacy beliefs and achievement goal orientations. Student age was related to procrastination types. Among the undergraduate procrastinators, the younger students were more likely to engage in active procrastination while the older students tended to engage in passive procrastination. Implications and future research directions are discussed.

Self-Efficacy and Locus of Control as Predictors of Academic Procrastination Among Undergraduates in a Nigerian

The study investigated the influence of self-efficacy and locus of control on the procrastination behaviour of 300 undergraduate students from a Nigerian university. The participants responded to three valid scales (General Perceived Self Efficacy Scale, Locus of Control Scale and the procrastination scale). Data was analyzed using the Pearson product moment correlation and Multiple regression statistics. The result revealed that low self-efficacy and external locus of control was reported among majority of the participants. 81% (243) of the participants indicated high levels procrastination while the rest reported moderate to low levels. There was a significant positive relationship between locus of control and procrastination and a significant negative relationship between self-efficacy and procrastination. The two independent variables as a block and separately were effective in predicting procrastination among students. On the basis of these findings, it was suggested that education stakeholders should take into consideration the need to introduce into university curriculum content factors that would further assist students to acquire high self-efficacy and competencies to become internally motivated to have internal locus of control in order to minimize or manage procrastination behaviour.

Reading Ability as a Predictor of Academic Procrastination Among African American Graduate Students

The present study examined the relationship between reading ability (i.e., reading comprehension and reading vocabulary) and academic procrastination among 120 African American graduate students. A canonical correlation analysis revealed statistically significant and practically significant multivariate relationships between these two reading ability variables and graduate students' levels of academic procrastination. Specifically, the first canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination resulting from fear of failure. The second canonical correlation analysis revealed a statistically significant and practically significant multivariate relationship between reading ability and academic procrastination associated with writing a term paper, performing administrative tasks, attending meetings, keeping up with weekly reading assignments, and, most notably, performing academic tasks. Implications are discussed in the context of designing and implementing strategies designed to improve African American student performance and instruction in graduate-level courses.

Predictors of Academic Procrastination in College Students

In a sample of college students (38 men and 66 women) academic procrastination was predicted by concerns about negative evaluation, low personal standards for achievement, beliefs that outcomes are due to personal efforts, and participation in learning for reasons other than grades or evaluation by others.

Self-Regulation and Academic Procrastination

The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale as well as an academic procrastination scale and other measures (anxiety, self-esteem, and depression) that have been found to be related to fear of failure. Correlation results indicated that students with intrinsic reasons for pursuing academic tasks procrastinated less than those with less autonomous reasons (external regulation and amotivation). Regression results indicated that the measures of depression, self-esteem, and anxiety accounted for 14% of the variance in academic procrastination, whereas the self-regulation variables accounted for 25%. These results support the notion that procrastination is a motivational problem that involves more than poor time management skills or trait laziness.