Procrastination Behavior Research Articles

Procrastinação, Gestão do Tempo e Autoeficácia em Estudantes Universitários

Abstract This study sought to verify whether there are differences in rates of procrastination, time management and self-efficacy among university students when scores are controlled by sex or by period of education, and whether self-efficacy scores have predictive power on time management and procrastination. 800 university students participated in the study. The instruments used were the Academic Procrastination Motives Scale, Time Management Inventory and Self-efficacy Scale in Higher Education. A MANOVA test with post-hoc t tests and a structural equation model were performed. Self-efficacy was able to successfully predict procrastination and time management behaviors. A higher rate of procrastination behavior was identified among women at the end of the course when compared to beginners, and a lower rate of procrastination among male students than among female ones. The study is concluded by underlining the importance of programs to foster these skills among undergraduates.

The Serial Mediation Effect of Self-Differentiation and Cognitive Flexibility Between Neuroticism and General Procrastination Behavior: Cross-Sectional Study

The Serial Mediation Effect of Self-Differentiation and Cognitive Flexibility Between Neuroticism and General Procrastination Behavior: Cross-Sectional Study

A Qualitative Study on Influencing Factors of Sleep Procrastination Behavior in College Students

A Qualitative Study on Influencing Factors of Sleep Procrastination Behavior in College Students

Exploring the Relationship between Self-Efficacy and Academic Procrastination: A Study among Psychology Students

This research aims to determine the relationship between self-efficacy and academic procrastination in psychology students. The method used is quantitative with a correlational design. 165 students aged 18 to 25 years studying for a bachelor's degree at the Faculty of Psychology at Satya Wacana Christian University were research participants using the Accidental Sampling technique. Research measurements used the General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem and the Academic Procrastination Scale (APS) developed by McCloskey, with data analysis using product moment correlation from Karl Pearson. The research found a negative relationship between self-efficacy and academic procrastination in Satya Wacana Christian University psychology students. This is indicated by a correlation coefficient of -0.147 with a significance value of 0.030 (p<0.05). This means that the higher the level of self-efficacy in students, the lower the level of procrastination in students, and conversely, the lower the level of self-efficacy in students, the higher the academic procrastination behaviour in students. The results of this research can be used as material to make efforts to increase self-efficacy to prevent procrastination behaviour in students.

대학생들이 지각한 협동학습태도가 학업지연행동에 미치는 영향

Objectives This study was to analyze the moderating effect of self-determination motivation (autonomy, competence, relatedness) in reducing academic procrastination behavior in the relationship between cooperative learning attitude and procrastination behavior perceived by college students.
 Methods The subjects were 334 male and female university students enrolled in four-year colleges. Multivariate analysis was conducted to analyze the difference between groups according to demographic characteristics through SPSS statistical analysis, and to analyze the moderating effect, a hierarchical regression analysis was performed.
 Results First, in the relationship between cooperative learning attitude and academic procrastination behavior, the self-determination motivation level ‘high’ group(p<.001) and ‘medium’ group(p<.05) showed a moderating effect of mitigating academic procrastination behavior. In these two groups, the higher the level of cooperative learning attitude and the higher the level of self-determination motivation, the lower the academic procrastination behavior. Second, as a result of analyzing the moderating effects of sub-factors of self-determination motivation, significant moderating effects were shown in all levels of relatedness. However, when the level of cooperative learning attitude was lowered, the higher the level of relatedness, the higher the level of academic procrastination behavior, and the lower the level of relatedness, the lower the level of academic procrastination behavior.
 Conclusions It was reported that raising the level of self-determination motivation is effective in reducing academic procrastination, but in the case of students with a high level of relationship motivation, it can be a more effective class when the level of cooperative learning attitude can also be raised. In addition, the results derived from this study were discussed together with the results of previous studies and suggested for future studies.

THE EFFECT OF SMARTPHONE USE ON STUDENT LEARNING INTEREST AND STUDENT PROCRASTINATION BEHAVIOR AT SMK X TANGERANG CITY

This research was conducted by researchers because it was motivated by several phenomena that occurred at SMK X Kota Tangerang, namely the use of smartphones which resulted in less interest in learning and increased student procrastination behavior. as a result of using a smartphone so that the test or test scores drop, submitting assignments not on time or not submitting assignments at all, looking for answers to exams or tests using a smartphone, when in the online learning process there are often students who disappear from online learning because they are preoccupied with activities on smartphones either whether playing games or other social media, when offline learning takes place there are students who are engrossed in playing smartphones so they don't listen to the teacher's explanation. The formulation of the problem in this study is how much is the use of smartphones for students at SMK X Tangerang City, how much is the interest in learning students at SMK X Tangerang City, how much is the procrastination behavior of students at SMK X Tangerang City, is there any effect of using smartphones on students' learning interest in SMK X Kota Tangerang, is there any effect of smartphone use on students' procrastination behavior at SMK X Kota Tangerang.
 The results of the research conducted are the use of smartphones by 81% of respondents including the medium category, student learning interest of 66% of respondents in the medium category, student procrastination behavior of 49% of respondents in the low category, there is a significant influence between the use of smartphones on student interest in learning and a significant value of 0.040 <0.050 and tcount of 2.088 is greater than ttable (1.99), there is a significant effect between smartphone use on students' procrastination behavior at SMK X Kota Tangerang with a significant value of 0.000 <0.05 and tcount of 3.776 bigger than ttable (1.99).

Pengaruh Game Online Terhadap Perilaku Prokrastinasi Siswa Kelas 5 Sekolah Dasar Negeri Cemoro

This study tried to identify the influence of online games on the procrastination behavior of grade 5 elementary school children of SD Negeri Cemoro. The research method utilizes quantitative methods, the sampling technique used in the study is total sampling, for a sample of 51 respondents. The data obtained is then processed using the SPSS 24 program, with descriptive quantitative analysis techniques to obtain or provide an explanation of the actual situation and respond to questions about the state of the research topic. The results of this study indicate a significant influence between playing online games and procrastination behavior of grade 5 children in Cemoro State Elementary School, it was concluded that online games contribute to procrastination behavior towards grade 5 children in Cemoro State Elementary School along with the findings of the chi-square test found a p-value of < 0.05. Students who rarely play online games who very often behave proktasination does not exist, students who rarely play online games who often behave proktasination as much as 22% and students who do not behave proktasination as much as 78%. Students who played online games who had no procitation behavior as much as 2%, students who played games who sometimes behaved proxtasination often as much as 62% and students who played games who very often behaved proxtasination as much as 36%.

Putting It off until Later: A Survey-Based Study on Academic Procrastination among Undergraduate Students

RIMANDARLO A DOPO: UNO STUDIO BASATO SU UN’INDAGINE SULLA PROCRASTINAZIONE ACCADEMICA TRA GLI STUDENTI UNIVERSITARI Abstract Academic procrastination is a common issue among university students that can negatively impact their academic performance and well-being. This study investigated college students’ prevalence and underlying factors of academic procrastination. One hundred respondents completed questionnaires assessing their procrastination behaviour, time management skills, confidence in academic ability, motivation, fear of failure, distractions, and productivity. The results revealed that academic procrastination was a prevalent problem, with 52% of the respondents admitting to frequently procrastinating on academic work. The findings also indicated that many students lacked confidence in completing academic tasks well, were not motivated to do academic work, and had difficulty starting academic work. Poor time management skills, fear of failure, and distractions were identified as significant contributors to academic procrastination. Interestingly, many respondents preferred more manageable academic tasks before more challenging ones and worked better under pressure and close to deadlines, suggesting the possibility of structured procrastination. The results suggest that interventions to improve time management skills, increase confidence in academic ability, reduce distractions, and set realistic goals for academic tasks may help combat academic procrastination. The findings have implications for educators and students seeking to develop effective strategies to overcome academic procrastination and improve academic performance.

The Mediating Role of Procrastination in the Relationship between Fear of Missing Out and Internet Addiction in University Students.

This study aims to examine the potential mediating role of procrastination in the relationship between fear of missing out and internet addiction. Employing a cross-sectional research design, this study utilized a paper-pencil form to collect data from 315 students (65.4% undergraduate and 66.3% females) between 18 and 32 (Mage = 22.43; SD = 3.81) studying at a state university in Türkiye. Data were collected through the convenience sampling method. The study was designed as a survey model. This design was tested via mediation analysis. The participants completed self-report assessments using the Fear of Missing Out Scale (FoMOs), General Procrastination Scale (GPS-9), and Young Internet Addiction Scale (short form). The findings showed that FoMO had a significant positive direct effect on both procrastination (R2 = 0.13) and internet addiction (R2 = 0.33). Procrastination also had a significant positive direct effect on internet addiction (R2 = 0.34). Additionally, procrastination mediated the relationship between the fear of missing out and internet addiction (β = 0.156, p < 0.001). These findings not only extend the scope of existing research but also hold practical implications for the development of sustainable interventions. It is believed that the findings will contribute to the consideration of procrastination when preparing psychoeducation or group guidance programs for internet addiction. These interventions can effectively address the process through which fear of missing out leads to internet addiction by considering the significant role of procrastination in students. Findings typically suggest that procrastination behavior is a key factor in explaining the association between FoMO and internet addiction.

Faktor-Faktor yang Berpengaruh terhadap Prokrastinasi Akademik: Studi pada Mahasiswa Perguruan Tinggi

For some students, academic procrastination is a challenge because it hinders the learning process. This phenomenon is certainly influenced by a number of complex variables. This study aims to determine the variables that cause students to commit academic procrastination. The research was conducted using a qualitative approach involving a literature review. The data collection method was carried out by searching for related literature on the internet. The results showed that internal and external factors significantly influenced students' procrastination behavior. Internal factors, including self-efficacy, self-control and self-regulation, motivation, and laziness, have an important role in procrastination. Meanwhile, external factors include distraction from the environment, the level of difficulty of the task, the time to submit the task, academic culture, and busyness outside campus activities.

Graduate Students’ Views On the Graduate Education and Their Academic Procrastination Behaviors

Graduate Students’ Views On the Graduate Education and Their Academic Procrastination Behaviors

HUBUNGAN ANTARA EFIKASI DIRI DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA BK UPGRIS ANGKATAN 2019

College students have a varied academic workload so that some college students delay completing their academic assignments. Various things that cause procrastination behavior among BK UPGRIS class of 2019 college students in carrying out lectures are influenced by a lack of understanding of the material obtained, laziness in studying, playing with friends and study time being used for other activities that are more fun or entertaining. So this is a delaying factor in completing the lecture process, BK UPGRIS class of 2019 students are expected to have high self-efficacy so that they can motivate and encourage themselves to be more active in completing their studies. This research is a quantitative study which aims to determine the relationship between self-efficacy and academic procrastination in BK UPGRIS college students class of 2019. The research subjects in this study were 112 college students, sampling in this study used a proportional incidental sampling technique. The self-efficacy variable is measured using a scale based on aspects of Bandura's self-efficacy which consists of 32 items, while the academic procrastination variable is measured using a scale, namely a scale based on aspects of Ferrari which consists of 27 items. The data were analyzed using the Pearson Product Moment correlation analysis technique and obtained the results of Pearson Correlation = -0.661 with a significance level of 0.000 (p&lt;0.05), indicating that there is a negative relationship between self-efficacy and academic procrastination, which means that the higher the self-efficacy, the greater the low academic procrastination, conversely if self-efficacy is low then college students' academic procrastination will tend to be high.

간호대학생의 스마트폰 중독과 학업지연행동 관계에서 자기자비와 감성지능의 매개효과

Objectives The purposes of this study were to o examine the mediating effects of self-compassion and emotional intelligence on smartphone addiction and academic procrastination behavior among nursing undergraduates.&#x0D; Methods Data was obtained via an online survey conducted from May to June 2023, with senior nursing students and multi-mediating effects were analyzed using the PROCESS macro for SPSS software, utilizing bootstrap techniques.&#x0D; Results Smartphone addiction showed a negative correlation with self-compassion. Academic procrastination and sma rtphone addiction showed a positive correlation, and self-compassion and emotional intelligence each showed a negative correlation. Smartphone addiction and self-compassion showed a negative correlation. The indirect effect of smartphone on academic procrastination behavior through self-compassion had significant mediating effects(Std. estimate=-.0213, CI: -.0518~.0048). However, emotional intelligence was not a mediating effect (Std. estimate=-.0110, CI: -.0505~.0264). There was a significant indirect effect of smartphone addiction on academic procrastination behavior through self-compassion and emotional intelligence (Std. estimate=.0470, CI: .0217~.0796).&#x0D; Conclusions The findings highlight the necessity of nursing education interventions for enhancing self-compassion and emotional intelligence, ultimately improving caregiving competency in nursing undergraduates.

The unique role of smartphone addiction and related factors among university students: a model based on cross-sectional and cross-lagged network analyses

Smartphone addiction is a global problem affecting university students. Previous studies have explored smartphone addiction and related factors using latent variables. In contrast, this study examines the role of smartphone addiction and related factors among university students using a cross-sectional and cross-lagged panel network analysis model at the level of manifest variables. A questionnaire method was used to investigate smartphone addiction and related factors twice with nearly six-month intervals among 1564 first-year university students (M = 19.14, SD = 0.66). The study found that procrastination behavior, academic burnout, self-control, fear of missing out, social anxiety, and self-esteem directly influenced smartphone addiction. Additionally, smartphone addiction predicted the level of self-control, academic burnout, social anxiety, and perceived social support among university students. Self-control exhibited the strongest predictive relationship with smartphone addiction. Overall, self-control, self-esteem, perceived social support, and academic burnout were identified as key factors influencing smartphone addiction among university students. Developing prevention and intervention programs that target these core influencing factors would be more cost-effective.

THE RELATIONSHIP OF MATHEMATICS LEARNING MOTIVATION AND ACADEMIC PROCRASTINATION BEHAVIOR IN HIGH SCHOOL/KEAR STUDENTS IN BUKITTINGGI

The aim of this research is to determine whether there is a relationship between academic procrastination behavior and motivation to learn mathematics in high school students in Bukittinggi City. The data collection technique used was accidental sampling technique so that a sample of 50 people was obtained. The method used in this research is quantitative with a correlational design with product moment correlation data analysis techniques based on questionnaire data with scales of learning motivation and academic procrastination. The results of data analysis show that the correlation value between mathematics learning motivation and academic procrastination is 0.260, meaning that there is a significant relationship between mathematics learning motivation and academic procrastination behavior in high school students in Bukittinggi City. This shows that if motivation to learn mathematics is high then students' academic procrastination behavior will tend to be low.

Üniversite Öğrencilerinde Akademik Erteleme Davranışının Çeşitli Değişkenlere Göre İncelenmesi

In the twenty-first century, researchers continue to investigate procrastination behavior with curiosity. The study of procrastination gains a new dimension due to changing parameters, including time perception, life uncertainties, psychological disorders, evolving conditions, emerging opportunities, and advancing technology. Although procrastination can be observed at all ages and under all conditions, it is a common behavior among university students who are undergoing a significant transition to adulthood. This study aims to investigate whether academic procrastination in university students varies based on different variables. In the study, a descriptive survey was conducted with quantitative data. The procrastination behavior tendencies of 267 university students enrolled in the central faculties of a state university in Turkey were examined. The Academic Procrastination Scale and information form including demographic questions prepared by the researchers were used as data collection tools. Since the data had normal distribution according to the Kolmogorov-Smirnov test, the independent groups’ t-test and ANOVA were used to determine whether there was a difference in the procrastination scores of the students based on factors and total scores according to the variables. Findings showed that the procrastination tendencies of the students differed in terms of gender, faculty, department, duration of telephone use and telephone use purposes, interest in the department, and perceptions of competence in the field. How students utilize procrastination behavior is crucial when planning activities. Parameters should be handled in accordance with age. In newer studies, causal and longitudinal studies can be conducted by incorporating various variables into the research. Development or intervention programs can be executed with repetitive studies.

大学生拖延与完美主义的关系研究

For college students, procrastination has not only become the main factor hindering them to achieve their goals, but also seriously affects their physical and mental health. In recent years, the delay problem of college students has attracted wide attention. Taking college students as the subjects, the mechanism of the high standard dimension of perfection (high standard of self, high standard of others and high social standard) and adaptive dimension (emotional adaptability and cognitive adaptability) on procrastination behavior. Among the predictive factors, the adaptive dimension of perfectionism is significant, and the direction is positive, and the cognitive behavior adaptability also has a significant predictive effect, but the direction is negative. On the other hand, the high standard dimension has relatively less prediction effect, neither self-perfection nor others' perfection; social perfection has significant prediction effect and negative direction.

The Mediator Role of Need for Cognition on the Relationship Between High School Students’ Academic Procrastination Behaviors and Attitudes Towards School

Erken dönem travmalarının yetişkinlikte birçok ruhsal sorunun veya şiddet davranışlarının belirleyicisi olduğu bilinmektedir. Bu makale çalışmasında; erken dönem travma deneyiminin flört şiddeti mağduriyeti yaşayan kadın üniversite öğrencileri üzerindeki etkisinde savunma mekanizmalarının aracılık rolü araştırılmıştır. Araştırmanın çalışma grubunu İstanbul’da lisans ve üzeri öğrenimine devam eden 303 kadın katılımcı oluşturmaktadır. Verilerin toplanmasında Romantik İlişkileri Değerlendirme Ölçeği (RİDÖ), Çocukluk Çağı Ruhsal Travma Ölçeği (ÇÇRT), Savunma Biçimleri Testi-40 (SBT-40) ve araştırmacı tarafından hazırlanmış Demografik Bilgi Formu kullanılmıştır. Araştırma; erken dönem travma deneyimi, savunma mekanizmaları ve flört şiddetine maruz kalma arasındaki ilişkiyi değerlendirmeyi amaçlayan ilişkisel tarama modeline göre tasarlanmış betimleyici bir çalışmadır. Araştırma sonuçları özetlendiğinde; erken dönem travma deneyiminin flört ilişkisinde maruz kalınan şiddeti, ilkel savunma mekanizmalarını ve nevrotik savunma mekanizmalarını yordadığı; kullanılan ilkel savunma mekanizmalarının ise flört ilişkisinde maruz kalınan şiddeti anlamlı düzeyde yordadığı belirlenmiştir. Bununla birlikte erken dönem travma deneyimi ile romantik ilişkilerde flört şiddetine maruz kalma arasında ilkel savunma mekanizmalarının aracılık rolü doğrulanırken, nevrotik ve olgun savunma mekanizmalarının aracılık rolü doğrulanmamıştır. Araştırma sonuçları ilgili literatür çerçevesinde tartışılmış ve yorumlanmıştır.

Developing University Students Coping Skills with Academic Procrastination Behavior: A Cognitive Behavioral Theory Based Psychoeducation Practice

This study examined the effect of a psychoeducation program for coping with academic procrastination based on cognitive behavioral therapy on academic procrastination behaviors of university students. The "Academic Procrastination Scale" was used to determine students' academic procrastination behaviors. The research group consists of a total of 24 students. After identifying the participants, the researcher prepared an 8-session psychoeducation program with each session lasting 90 minutes on average. The non-parametric Mann Whitney-U test was used to determine whether there was a significant difference between the pre-test and post-test mean scores of the experimental and control groups. According to the results obtained from the study, it was seen that the psychoeducation program developed based on the cognitive behavioral approach was effective on the decrease in the academic procrastination behaviors of the university students in the experimental group.

College Students Academic Procrastination Behavior and Its Impact on Academic Performance

Procrastination behaviors become more and more common among the college student population. Procrastination behaviors include being late to class, not completing tasks assigned by teachers on time, not having a clear study time plan, or making a hasty last-minute effort. The reason for procrastination is to some extent due to less supervision by teachers and parents. Therefore, research on academic procrastination among college students and on effective interventions to correct this undesirable behavior is currently the focus of educational studies. Based on this phenomenon, this paper conducted a questionnaire survey and an in-depth interview to investigate the local undergraduate university, Qingdao Agricultural University, as an example. This paper investigated the differences in study procrastination behavior among gender and grade levels and the influence of study procrastination behavior on college studentsacademic performance. The findings revealed that there was no discernible variation in the study procrastination behaviors of college students in local undergraduate institutions in terms of gender. According to grade level, the third year of college had the greatest level of procrastination, and the fourth year of college had the lowest level, according to grade level. In addition, there was a good correlation existed between academic procrastination behavior and academic performance. The primary causes for procrastination were students lack of interest in the task itself and their poor self-control. In all, this study provides preliminary evidence for future educational practices targeting procrastination.