Procrastination Assessment Scale-Students Research Articles

Potential associations among procrastination, motivation and academic achievement of midwifery and nursing students in Hormozgan

Background and aims: Procrastination is a common issue among students and is often linked to a lack of motivation. The main aim of this study was to evaluate the relationship between procrastination, motivation, and academic achievement of midwifery and nursing students. Methods: In this cross-sectional study in 2023, 258 participants were enrolled, and data were collected by online distribution of three primary questionnaires, including the Procrastination Assessment Scale for Students and Hermans’ Questionnaire Measure of Achievement Motivation, along with a customized questionnaire. The chi-squared test was used for statistical analysis. Results: The mean score of achievement motivation among participants with academic achievement was considerably higher (P=0.006). When adjusted for confounding factors, female participants were found to have a higher likelihood of academic achievement (4-fold) than male counterparts. A significant inverse correlation was found between academic motivation and procrastination (r=−0.492, P<0.001). We also noted a significant association between interest in the field of study and achievement motivation (P=0.039). Conclusion: The study showed that academic achievement and motivation significantly influence one another, and strategies aimed at improving motivation can lead to a higher incidence of academic achievement and, thus, academic performance.

Procrastination as a Marker of Anxiety Disorder Among College Students: An Institution-Based Cross-Sectional Study From Puducherry, India.

Background and objective Procrastination, which refers to the act of unnecessarily delaying the beginning or completion of an assigned task, is a widespread but often neglected problem among college students. Postponing a task can impair academic performance or lead to stress and poor mental well-being. A knowledge gap exists in understanding the cyclical nature of the relationship between anxiety and procrastination, wherein anxiety leads to procrastination, which in turn exacerbates anxiety. In light of this, we aimed to assess the level of procrastination and anxiety among college students and to correlate the relationship between their procrastination and anxiety status. Methodology A cross-sectional analytical study was conducted among 347 graduate students from various disciplines at a tertiary care hospital in Puducherry, India. A convenient sampling technique was employed to recruit the participants, and data were collected using the validated Procrastination Assessment Scale for Students (PASS) and the Hamilton AnxietyRating Scale (HAM-A). Results Our findings showed that about 124 (35.7%) participants reported weekly reading assignments as the most frequently procrastinated task, with a mean score of 3.15 ± 1.02, followed by studying for exams and writing term papers. The most commonly reported reason for procrastination was evaluation anxiety, followed by low self-esteem and perfectionism. A significant number of students (157, 45.2%) had mild anxiety, and 58 (16.7%) students were found to have severe anxiety. A Spearman correlation coefficient of 0.26 (95% CI: 0.16 - 0.36) was observed between the overall procrastination score and HAM-A score, which indicated a weak positive correlation and was statistically significant (p<0.05). Similarly, a weak positive correlation was found between task aversiveness, fear of failure, and anxiety levels. Conclusions Procrastination is positively related to anxiety but the relationship is weak. Understanding and addressing the underlying anxiety or stress can be a key to managing procrastination among college students.

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 &amp; 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.

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.

Time management profiles of college students and its relationship to sociodemographic and psychological factors

PurposeThe objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management.Design/methodology/approachPoor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered.FindingsThe results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination.Originality/valueThe implications of the results for promoting academic time management in university studies through specific actions are discussed.

The triangle of anxiety, perfectionism, and academic procrastination: exploring the correlates in medical and dental students

IntroductionAcademic procrastination is a common phenomenon among medical science students. This issue can negatively affect the students’ academic performance. The aim of this study was to investigate perfectionism and anxiety as potential predictors of academic procrastination in medical and dental students.MethodsThis cross-sectional study was conducted among medical and dental students of a public medical sciences university in the south of Iran. Students were assessed using the procrastination assessment scale for students (PASS), Tehran multidimensional perfectionism scale (TMPS), and anxiety subscale of the general health questionnaire (GHQ). Predictors of academic procrastination were evaluated using multiple regression analysis with adjustments made for gender and academic semester.ResultsA total of 176 medical and 79 dental students participated in the study. None of the perfectionism components were predictors of academic procrastination. However, anxiety was a significant predictor of academic procrastination in the total sample of students (standardized β = 0.404, p < 0.001), as well as dental (standardized β = 0.356, p < 0.001) and medical (standardized β = 0.478, p < 0.001) students. Anxiety and academic procrastination were both negatively correlated with students’ grade point averages.ConclusionsThe findings of this study suggest that anxiety, as opposed to perfectionism, has a more significant influence on academic procrastination among medical and dental students. Interventions aimed at lowering anxiety may be beneficial for reducing academic procrastination, thereby enhancing the academic performance of the students.

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.

HUBUNGAN ANTARA ADIKSI INTERNET DENGAN PROKRASTINASI AKADEMIK PADA SISWA SMKN X INDRAMAYU

Internet use by adolescents has increased in recent years, which brings negative effects for adolescents, namely internet addiction. Internet addiction can affect the level of academic procrastination in adolescent students. In some previous studies it was found that there was a relationship between the two variables, but it was not yet known in adolescents living in rural areas. The purpose of this study was to determine the relationship between internet addiction and academic procrastination in adolescents living in one of the villages in Indramayu. Internet addiction was measured using the Internet Addiction Test and academic procrastination was measured using the Procrastination Assessment Scale for Students. The criteria for participants in this study were adolescents who lived in rural areas and actively used devices to use the internet. The research participants totaled 253 people using purposive sampling technique. Based on the results of data processing, it can be concluded that there is a significant relationship between internet addiction and academic procrastination in adolescents living in rural areas (p &lt; .05, r = .277).

Association Between Personality Traits and Procrastination and the Mediating Effect of Emotional Intelligence in Lebanese Medical Students

Objective: To investigate the relationship between personality traits and procrastination and the mediating role of emotional intelligence (EI) among a sample of Lebanese medical students.Methods: This cross-sectional study was conducted between June and December 2019. A total of 296 students filled out a questionnaire that consisted of sociodemographic characteristics and the following scales: Procrastination Assessment Scale for Students, Big Five Personality Test, and Quick Emotional Intelligence Self-Assessment Scale.Results: Since no bivariate associations were found between sociodemographic variables, they were not included in the mediation analysis. EI mediated the association between neuroticism and procrastination. Neuroticism was significantly associated with lower EI (P < .01) and lower procrastination (P < .001), whereas higher EI was significantly associated with lower procrastination (P < .001). EI mediated the association between openness to experience and procrastination. Openness to experience was significantly associated with higher EI and higher procrastination (P < .001), whereas higher EI was significantly associated with lower procrastination (P < .001).Conclusions: The results emphasize the role of EI in personality and procrastination and highlight its importance in clinical settings. It is important for clinicians, especially school and university counselors, to identify risk factors beyond low levels of adaptive personality traits such as EI within the clinical setting to reduce irrational procrastination and improve academic performance.

Are lecturers responsible for students’ academic procrastination?

&lt;span lang="EN-US"&gt;Most studies tend to report that academic procrastination (AP) was caused by students’ internal factors, such as educational self-efficacy, perfectionism, fear of failure, expectancy value belief (perception of the task value), or classroom engagement. Nevertheless, some studies in the past have reported that students’ perception of their educators’ expectancy has significantly predicted their educational efficacy, fear of failure, and perception of the task value. Therefore, we hypothesized that students’ perception of educators’ expectancy predicted the students’ AP, fully mediated by educational self-efficacy, moderated by the expectancy value belief. The data was collected from 361 purposively recruited students from universities in Indonesia and Malaysia who completed the scales of perceived lecturers’ expectancy (PLE), educational self-efficacy (ESE), and expectancy value belief (EVB) and procrastination assessment scale-students (APSS). The data was analyzed by using AMOS-SEM and it was suggested that PLE significantly predicted ESE and APSS. Nevertheless, ESE was not a significant predictor of APSS; therefore, no mediation occurs. Furthermore, the link between PLE and APSS is significantly moderated by the EVB. In other words, lecturers might have played some active role, albeit indirect, in pushing students toward academic procrastination. Further implications, limitations, and suggestions are discussed.&lt;/span&gt;

The Mediating Role of Perceived Stress and Academic Procrastination between Physical Activity and Depressive Symptoms among Chinese College Students during the COVID-19 Pandemic.

Depressive symptoms, a prevalent mood illness, significantly harm college students' physical and mental health. Individuals have experienced some degree of psychological harm as a result of the COVID-19 pandemic. Taking this into account, the purpose of this study was to investigate the relationship between physical activity (PA) and depressive symptoms among college students during the COVID-19 pandemic, as well as the mediating roles of perceived stress and academic procrastination. A total of 586 college students were subjected to the Physical Activity Scale (PARS-3), the Perceived Stress Scale (PSS-10), the Procrastination Assessment Scale-Students (PASS), and the Patient Health Questionnaire (PHQ-9). Findings from this research demonstrated that there was a significant positive correlation between perceived stress, academic procrastination, and depressive symptoms, while PA was significantly negatively correlated with perceived stress, academic procrastination, and depressive symptoms. The results of the chain mediation analysis showed that PA had a significant direct effect on depressive symptoms. Perceived stress, academic procrastination, and perceived stress-academic procrastination had significant mediating and chain mediating effects on the relationship between PA and depressive symptoms. In conclusion, PA among college students during the COVID-19 pandemic affects their depressive symptoms directly and indirectly through the independent mediating effect of perceived stress and academic procrastination, as well as the chain mediating effect of perceived stress and academic procrastination.

Students’ Time Management, Academic Procrastination, and Performance during Online Science and Mathematics Classes

COVID-19 affected all sectors, including academia, which resulted in an increase in online learning. While education continued through online platforms, various students-related problems arose, including improper time management, procrastination, and fluctuating academic performance. It is in this context that this quantitative study was carried out to determine how time management and procrastination affected students’ performance in science and mathematics during the pandemic. We surveyed 650 Filipino high school students using the Procrastination Assessment Scale-Students and Wayne State University’s Time Management questionnaire with a 0.93 reliability coefficient. The findings revealed that in science and mathematics, female students outperformed males. Eleven 12-year-olds had the highest mean grades in science and mathematics, while 15 16-year-olds had the lowest. Younger respondents (11-14) were more likely to have better time management in than older ones. Further, older respondents (15-18) procrastinate more than younger ones. Time management correlates positively with success in science and mathematics. Achievement in science and mathematics is the highest among students with good time management. Procrastination negatively affects achievement. High school students who procrastinated less fare better in mathematics. With this, the study opens possibilities for teaching older learners in time management to boost their performance. Students across ages should be urged to avoid procrastinating as it negatively affects academic performance. As reinforcement, schools may educate learners on time management and procrastination avoidance through orientations and other platforms.

Psychometric properties of the Chinese version of procrastination assessment scale for students.

The procrastination assessment scale for students (PASS) has been used widely in evaluating the patterns of university students’ procrastination on academic tasks and their procrastination behavior. The present study validated the psychometric properties of a Chinese version of the PASS (PASS-C) by recruiting two representative independent sample of Hong Kong Chinese university students (S1 used in the EFA study: 506; S2 used in the CFA study: 506). The results confirmed that this modified Chinese version is a valid and appropriate tool to assess university students’ procrastination tendencies in Chinese educational settings.

Psychometric properties of the academic procrastination scale in Spanish university students

Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs.

Exploring academic procrastination among nursing students during pandemic COVID-19

Introduction: An instrument that is frequently used to gauge academic procrastination is the Procrastination Assessment Scale for Students (PASS). During covid-19 pandemic the chance to get more into procrastination mode is higher because while students is studying at home they have something distracted their mind such as watching movie, using social media and the others things. The objective of this study was to evaluate the constructs of validity and reliability of the procrastination assessment scale for nursing students during the pandemic COVID-19 are examined. Method: It is a cross sectional study where distributed to 416 nursing students and the data taken by stratified sampling. The scale consists of two part, part one is area of procrastination had 18 items and second part is reason for procrastination had 26 items. The data was analyzed with Stata. Results: The reliability of first part was 0.6615 and the second part was 0.9136. The model was acceptable where root mean squared error of approximation (RMSEA) = 0.108, standardized root mean square residual (SMRS) = 0.063, comparative fit index 0.957, CI 90%. Conclusion: Based on the investigation, the dimensions and indicators that make up the academic procrastination construct are credible and valid ways to assess it among Indonesian nursing students.

The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study.

BackgroundAcademic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress.ObjectiveThis study aimed to determine whether and to what extent academic procrastination could be predicted based on students’ metacognitive beliefs.MethodsThis descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs.ResultsA significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=–0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the β value of 0.45 negatively and significantly predicted the students’ academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the β value of .39 positively and significantly predicted the students’ academic procrastination (P<.001).ConclusionsMetacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested.

Comparing Hope, Executive Function, and Procrastination in University Students: Implications for a Post-COVID-19 World

Objective: The global pandemic has impacted variously on students’ experiences of education globally. At this time, we must continue to isolate the key components contributing to supporting students’ academic performance so that education systems can begin to reduce the impact of this pandemic on children’s lives. Methods: We used the ex post facto research to compare hope, executive functions, and procrastination between students with high and low academic performances. The authors hope to contribute positively to rebuilding our education system as we move to a post-pandemic phase. The statistical population consisted of students with high and low academic performances at the University of Bojnurd, Bojnurd City, Iran, from 2019 to 2020. A total of 85 students were selected as samples using the available sampling method. The research data were collected using the behavior rating inventory of executive function for adults, the procrastination assessment scale for students, and the domain-specific hope scale. Results: The results showed a statistically significant difference between the two groups of students regarding the mean scores of executive functions and academic procrastination. In this regard, the scores of executive functions were reduced, but the academic procrastination in students with low performance was significantly higher than the high-performance students. The group factor predicted a significant amount of variance in the examined components. Nevertheless, there was no significant difference between the two groups in the hope variable except for the academic hope subscale. Conclusion: The results have implications for understanding students’ academic performances and the use of interventions that can improve students’ outcomes in the future.

Physical Activity and Academic Procrastination among Chinese University Students: A Parallel Mediation Model of Self-Control and Self-Efficacy.

Previous studies have suggested that physical activity may decrease academic procrastination; however, few studies have explored the underlying mechanisms of how physical activity exerts an effect on academic procrastination. This study aimed to examine the mediating effects of self-control and self-efficacy in the relationship between physical activity and academic procrastination among Chinese university students. Methods: A cross-sectional design was used in this study. The sample comprised 564 university students from a university in Zhejiang, China. The physical activity rating scale-3 (PARS-3), self-control scale (SCS), generalized self-efficacy scale (GSES), and procrastination assessment scale-students (PASS) were used to investigate university students’ physical activity, self-control, self-efficacy, and academic procrastination respectively. The Percentile-Bootstrap technique was performed to examine the mediating effects of self-control and self-efficacy on the association between physical activity and academic procrastination. Results: Physical activity significantly predicted higher levels of self-control and self-efficacy, as well as lower levels of academic procrastination. Self-control and self-efficacy were significant mediators between physical activity and academic procrastination. Conclusion: This study indicated that physical activity interventions targeting the improvement of self-control and self-efficacy may reduce academic procrastination in university students.

The Interplay Between Academic Procrastination and Research Anxiety Toward Research Courses of Rural-College EFL Students

This current research aimed to investigate the relationship between EFL learners’ academic procrastination and their anxiety toward research courses across types, levels, gender, and grades. It involved sixty-seven EFL learners as participants of the correlational study employing the Research Anxiety Rating Scale (RARS) and Procrastination Assessment Scale – Students (PASS). The results revealed a strong correlation between library anxiety and writing test, writing preparation and examination, and writing supervision. On the other hand, negative correlations included preparation for exams and library anxiety, research writing and research competence, procrastination in the test, and reading exercises. The findings also revealed that learners tended to be anxious toward research courses and rationales toward procrastination. In terms of research anxiety across gender, female learners dominated males. Surprisingly, male learners outperformed females in academic procrastination. In terms of the grade difference, junior EFL learners outperformed senior learners in procrastination and anxiety.

THE RELATIONSHIP OF ACADEMIC PROCRASTINATION AND ACADEMIC DISHONESTY IN UNDERGRADUATE MEDICAL STUDENTS

Background: The act of academic dishonesty is a dishonest act taken by students in completing assignments and examinations which include several attempts such as cheating and plagiarism. Studies show that 20% of students begin cheating behavior from the first year of college. One of the patterns of behavior related to academic dishonesty is procrastination. Academic procrastination is a form of behavior when someone delays starting a job or completing it.Aims: This study aims to illustrate academic procrastination, academic dishonesty, and the relationship between procrastination habits and academic dishonesty among undergraduate medical students at Faculty of Medicine, Universitas Lampung.Methods: This study is an observational analytic study using a cross-sectional design. The research respondents were 120 undergraduate medical students from Faculty of Medicine Universitas Lampung. The sampling method used proportionate stratified random sampling. Data were collected using the Procrastination Assessment Scale-Students questionnaire and the Academic Practices Survey.Results: The results of this study are processed using computer software and Gamma testing method. Obtained r = 0.464 and p = 0.428 (p&gt;0.05).Conclusion: There is no relationship between the academic procrastination habits and academic dishonesty in undergraduate medical students at Faculty of Medicine, Universitas Lampung.