Procrastination Behavior Research Articles

Perceived Supervisor Support and Academic Procrastination in Postgraduate Students: Roles of Basic Psychological Needs Satisfaction and Learning Engagement

Academic procrastination is a common problem among postgraduate students, one that has caused negative consequences that cannot be ignored. Therefore, finding out how to effectively eliminate academic procrastination behavior has become an essential task in educational practice. Based on the use of Self-Determination Theory (SDT) to explore the relationship between the perceived supervisor support and academic procrastination of postgraduate students, a total of 448 questionnaires were gathered from postgraduate students across China. The results showed significant correlations between the perceived supervisor support, basic psychological needs satisfaction, learning engagement, and academic procrastination of postgraduate students. The relationship between the perceived supervisor support and academic procrastination of postgraduate students was mediated by basic psychological needs satisfaction and learning engagement. Additionally, basic psychological needs satisfaction and learning engagement played a chain-mediating role between the perceived supervisor support and academic procrastination of postgraduate students. The findings of this study contributed to the enhancement of the interaction between supervisors and students in higher education and improving the quality of postgraduate education.

The Contribution of Cyberloafing and Perceived Peer Support to Academic Procrastination Behavior of Final Year Students

Students often do other activities that are not related to college assignments, so students often delay working on their thesis which is called procrastination. Procrastination behavior is influenced by several factors such as internet abuse that is not related to college assignments called cyberloafing, and low support from peers. This study aims to determine the contribution of cyberloafing and perceptions of peer support to the academic procrastination behavior of final year students. This study uses a quantitative approach. The sample in this study was selected using a purposive sampling technique of 200 respondents. Procrastination was measured using the Academic Procrastination Scale (APS). Cyberloafing was measured using the cyberloafing scale. Peer support was measured using the Social Previsions Scale (SPS). The results of the study identified that there was a contribution of cyberloafing to academic procrastination of 28% to academic procrastination. Peer support did not contribute significantly to academic procrastination, this could happen because social support is not one of the factors that can influence academic procrastination behavior in students who are working on their thesis. Low cyberloafing can reduce procrastination behavior in students in Padang city.

The effect of organizational silence on the relationship between workplace ostracism and nurses' procrastination behavior: A structural equation modeling.

This study aims to assess the relationship between workplace ostracism and the procrastination behavior of nurses, as well as examine the effect of organizational silence on this relationship. Controlling workplace ostracism and eradicating time wasters, especially procrastination behavior among nurses, are key strategies that add value to organizational effectiveness. In addition, remaining silent about significant issues facing nurses is a devastating approach to the success of both healthcare organizations and the nursing profession. A cross-sectional descriptive correlational exploratory research design was used to conduct the study. Data were collected from 352 nurses recruited from three large university hospitals in Alexandria, Egypt. Four instruments, namely, the Workplace Ostracism Questionnaire, the Organizational Silence Scale, the Active Procrastination Scale, and the Unintentional Procrastination Scale, were used. Structural equation modeling was used to test the hypothesized relationships among the variables. The findings demonstrated a significant positive and moderate association between workplace ostracism and both active and passive procrastination behaviors among nurses. Moreover, there was a strong positive and significant correlation between organizational silence and workplace ostracism. The results of mediation revealed that the indirect effect of workplace ostracism on both active and passive procrastination behavior through organizational silence was statistically significant, suggesting that organizational silence partially mediated this relationship. The study highlighted the ongoing challenges posed by toxic workplace issues, such as organizational ostracism and silence, as significant factors contributing to nurses' procrastination behaviors. Not only do these factors directly impact nurses' productivity, but they also interact to exacerbate negative outcomes in nursing care. Addressing these toxic dynamics is critical to improving nurse performance and ensuring quality care in healthcare settings. This study offers new insights for navigating toxicity and upgrading nursing productivity in healthcare organizations through fostering a more inclusive and communicative work environment. Promoting team cohesion and ensuring that all staff members feel valued and included can reduce feelings of isolation that may lead to procrastination. Also, creating safe spaces for nurses to voice concerns without fear of reprisal could significantly diminish passive procrastination, which ultimately enhances overall patient care quality and organizational efficiency.

Acceptability of Nudge in Digital Learning Environment

ABSTRACTDigital nudging is gaining traction in the educational domain to guide students' decision‐making processes and achieve desirable learning outcomes through subtle changes in the digital learning environment. From the information science perspective, these changes are realized through informational cues and human‐computer interface design to affect the influences. Studies have shown nudge effectiveness in influencing students' behaviors, but the extent to which digital nudging affects them and who is susceptible to nudges remains unclear. Although progress has been made in understanding nudge acceptability, research in the context of learning and students' characteristics, such as procrastination behavior, remains limited. To fill this gap, this study surveyed 305 university students to assess their nudge acceptability on two types of nudges: System 1, which involves automatic and intuitive processes, and System 2, which engages deliberate and reflective thinking. The results show that students, regardless of their procrastination tendencies, were receptive to nudges in supporting their learning. System 1 nudge was preferred due to its simplistic and straightforward intervention approach. The insights gained from this study contributed to the advancement of nudge research by demonstrating that students with various procrastination tendencies were receptive to nudging and guiding researchers in designing tailored nudges to maximize effectiveness.

Examining the relationship of academic dishonesty with academic procrastination, and time management in distance education

Academic dishonesty undermines the integrity of educational processes and remains a widespread concern in higher education institutions, including those offering distance learning. In this context, identifying the factors that influence students' academic dishonesty behaviors is crucial. This study aims to explore the relationship of academic dishonesty with academic procrastination behaviors, time management skills among distance education students. For this purpose, the study employed a correlational survey model, which is a quantitative research method. The research sample comprised 220 students enrolled in an associate degree program via distance education at a public university, selected using the convenience sampling method. Data were analyzed using descriptive statistics, independent sample t-tests, Pearson correlation analysis, and stepwise regression analysis. The findings indicate that academic dishonesty behaviors among distance education students are low, while their academic procrastination behaviors and time management skills are at a medium level. The analysis of demographic characteristics revealed varying trends in their effects on academic dishonesty, academic procrastination, and time management skills among the participants. The study found no significant effect of demographic characteristics, such as gender, age, marital status, and employment status, on academic dishonesty. A positive relationship was found between academic procrastination behavior and academic dishonesty behavior; while a negative relationship was observed between time management skills and academic dishonesty. The analyses revealed that academic procrastination behavior and time management skills together predict academic dishonesty behaviors, with the developed model explaining approximately 26 % of the total variance in these behaviors. This study aims to address a critical gap in the literature and contribute to the development of academic integrity strategies by examining the relationships between academic dishonesty behaviors, academic procrastination behaviors, and time management skills in distance education.

Threats of nursing productivity in the digital era: investigating the interplay between smartphones addiction and procrastination behavior among nurses

BackgroundControlling smartphone addiction and procrastination among nurses is crucial for enhancing the productivity of both nursing and the healthcare system. Critical care nurses are highly vulnerable to smartphone addiction and procrastination behaviors than other groups. They may purposefully delay their tasks, a practice known as active procrastination, or inadvertently delay them, a practice known as passive procrastination.AimThis study was designed to assess the prevalence of smartphone addiction and procrastination behavior among nurses, examine the effect of smartphone addiction on the active and passive procrastination behaviors, and explore the correlation between active and passive procrastination behaviors among nurses.MethodThis is a descriptive correlational exploratory study that was conducted at 23 critical care units of one large educational hospital in Egypt. Data were collected from 360 nurses who were conveniently selected using three tools: the Smartphone Addiction Inventory, the New Active Procrastination Scale, and the Unintentional Procrastination Scale. Correlation and regression analyses were conducted to test the hypothetical relationship among the study variables.ResultsThis study revealed that 55.0%, 80.0%, and 45.3% of nurses had a moderate perceived level of smartphone addiction, active procrastination behavior, and passive procrastination behavior, respectively. There is a significant positive correlation between smartphone addiction and both nurses’ active and passive procrastination behaviors. Smartphone addiction accounts for 25% of the variance in nurses’ active procrastination behavior and 18% of the variance in their passive procrastination. Furthermore, there is a moderately significant negative correlation between nurses’ active procrastination behavior and their passive procrastination behavior.ConclusionNurses are exhibiting moderate levels of smartphone addiction and procrastination, which is a significant threat to the healthcare industry and nursing productivity. This requires technological, educational, and organizational interventions that foster active procrastination and combat passive procrastination behaviors among nurses.ImplicationsContinuous training programs are required to enhance time management skills among nurses and increase the awareness of nurse managers with the symptoms of smartphone addiction among nurses. Nurse leaders should early detect and address the addictive use of smartphones among nurses, identify potential procrastinators, and provide counseling to eradicate these behaviors in the workplace.

Study on Sleep Procrastination Behavior and Psychological Prevention Strategies Among University Students During Vocational Awareness Internships

The concept of sleep procrastination is a newly introduced notion in the field of health behavior procrastination. It can be summarized as the behavior where individuals, without any external hindrances, still choose to delay their predetermined sleep time. With the rapid development of the socio-economic environment and the internet, people are increasingly going to bed later, making sleep procrastination more prevalent. However, psychological research on sleep procrastination in China remains significantly lacking. This study aims to investigate the current state of sleep procrastination behavior among college students during vocational awareness internships and propose psychological intervention strategies. Through an electronic questionnaire survey of 641 students majoring in Infant Care Services and Management from a vocational college in Weifang, Shandong Province, 541 valid responses were obtained after excluding invalid questionnaires. The results showed that the sleep procrastination behavior of the students was at a moderate to low level, with no significant impact from variables such as only-child status, gender, and place of origin. This study proposes intervention strategies for sleep procrastination behavior among college students through behavior intervention, psychological adjustment, and environmental optimization to improve sleep quality, overall quality of life, and academic performance in vocational awareness .

Self-Instruction Techniques to Reduce Academic Procrastination among Indonesian University Students

Academic procrastination is the behavior of postponing completing academic assignments until the next time and replacing them with other enjoyable activities. This research aims to examine the success of self-instruction technique interventions in reducing academic procrastination experienced by students in Central Java. This research used a group one-group test experimental design. The data collection method uses a scale based on aspects of academic procrastination proposed by Steel (2007), namely Perceived time, Intention-action gap, Emotional distress and Perce, and ability. The subjects in this research were twenty students who showed high academic procrastination behavior based on the academic procrastination scale. The collected data were then analyzed using a parametric test with the T-test technique. The analysis results showed a significance value of 0.000 (p<0.05) which means that there was a decrease in academic procrastination behavior after being given an instruction technique intervention. So it can be concluded that the self-instruction technique is effective in reducing the level of student academic procrastination.

Why do perfectionists procrastinate (or not)? Exploring the interaction between perfectionism dimensions through self‐determination theory

AbstractResearch on perfectionism and workplace procrastination has typically examined perfectionism through two dimensions: perfectionist strivings (PS) and perfectionist concerns (PC), which are inversely associated with procrastination. Recognizing that these two dimensions often coexist in varying degrees within individuals, our study conducted an interaction analysis to elucidate the associations between individual dimensions and their combined presence across four distinct perfectionism profiles. Based on self‐determination theory, we examined the interaction between the two dimensions on procrastination through three psychological mediators: autonomous motivation, controlled motivation, and psychological distress. In a three‐wave study involving 376 employees, we observed that the associations between PS and mediators vary with the level of PC, thus responding to the contentious debate of whether PS are beneficial. Additionally, we employed a three‐way interaction analysis to explore how different profiles of perfectionism react under external performance pressure, particularly in relation to their levels of procrastination. As ambitious perfectionists (high PS, low PC) emerged as the optimal profile under stressors, our study further identified the particularly beneficial role of PS, especially in the presence of stressors. Our analyses shed new light on the relationships between trait perfectionism and workplace procrastination behavior. We discussed theoretical and practical implications.

Clinical nurses' work procrastination and smartphone addiction: a potential profile study.

In the medical field, effective time management by clinical nurses is crucial for enhancing the quality of patient care. However, in recent years, with increasing work pressure for clinical nurses, procrastination has become a prevalent issue. Many nurses use smartphones as a way to alleviate stress and manage emotions, but excessive smartphone use could exacerbate procrastination, thereby jeopardizing patient safety and healthcare quality. Therefore, understanding the current state of work procrastination among clinical nurses, its heterogeneity, and exploring the impact of smartphone addiction and demographic factors on different aspects of nurse procrastination hold significant importance for improving patient care quality. This study aims to explore the current state of work procrastination among clinical nurses and identify potential profile categories. It further analyzes the impact of mobile phone addiction and demographic factors on work procrastination among clinical nurses. Convenience sampling was employed to recruit participants from three tertiary hospitals in central China from October to November 2023. Surveys measuring nurses' work procrastination and smartphone addiction were distributed and collected through online platforms. A total of 1,536 nurses participated in this study. Mplus 8.3 statistical software was used for latent profile analysis of clinical nurses' work procrastination, and SPSS 26.0 software was utilized for chi-square tests, rank-sum tests, and multi-classification logistic regression analyses. The median total score for clinical nurses' work procrastination was 21.00 (17.00, 28.00), and three subgroups were identified: low procrastination (66.93%), medium-low procrastination (20.66%), and medium-high procrastination (12.41%). Additionally, logistic regression analysis revealed that smartphone addiction and department atmosphere were common influencing factors for medium-low and medium-high work procrastination. Hospitals with stricter management and nurses holding the position of head nurse were more likely to belong to the low work procrastination group. Nurses with higher incomes or those holding intermediate titles were more prone to medium-low work procrastination, while those experiencing career advancement difficulties were more likely to exhibit medium-high work procrastination (p < 0.05). Clinical nurses' work procrastination is generally at a medium-to-low level, with three subgroups identified: low procrastination, medium-low procrastination, and medium-high procrastination. Additionally, clinical nurses in surgical departments or those with intermediate titles exhibit higher levels of procrastination. Factors such as smartphone addiction, higher monthly income, tense departmental atmosphere, and unsuccessful career advancement are more likely to lead to work procrastination. Conversely, nurses in hospitals with strict management or those holding the position of head nurse exhibit lower levels of work procrastination. Therefore, nursing managers should pay close attention to the work procrastination behaviors of clinical nurses, actively monitor predictive factors among different groups, and provide psychological counseling and relevant training based on individual nurse circumstances. Additionally, it is also essential to focus on and improve departmental atmosphere and nurse smartphone addiction to enhance clinical nurses' work efficiency and reduce work procrastination.

The Impact of Islamic Religious Learning and Social Media Distraction on Procrastination Behavior in Higher Education : Does the Screen Time Mediation Matter?

This study aims to investigate the influence of social media distraction and Islamic learning on academic procrastination behavior as well as the mediating role of screen time in these two variables. The research used a quantitative approach with a survey method, involving 97 students at MTs Muhammadiyah 3 Yanggong, located in Ponorogo Regency, East Java Province, as participants. The data collection technique was carried out using a Likert scale. Data analysis was carried out using the PLS-SEM technique to test the validity, reliability, and goodness-of-fit of the model. The research results showed that social media distraction had a positive and significant influence on increasing academic procrastination, while Islamic learning has an insignificant influence. Screen time also mediated the relationship between social media distraction and academic procrastination. The implications of this research highlight the need for awareness about the negative impacts of social media use and the importance of a focused approach in developing moral values to reduce academic procrastination. Recommendations include strengthening the Islamic learning curriculum, which includes media literacy and digital ethics, as well as the active role of parents in controlling children's screen time. By implementing these recommendations, it is hoped that we can improve the balance between the use of technology, learning moral values, and reducing academic procrastination among students.

The relationship between physical activity and procrastination behavior among Chinese university students: a chain mediated effect of body self-esteem and overall self-esteem.

This study aimed to explore the relationship between physical activity and procrastination behavior among college students and the serial mediating roles of body self-esteem and overall self-esteem. A cross-sectional survey was conducted involving 1,018 college students. The Physical Activity Rating Scale, the College Students' Physical Self-perception Profile, the Self-Esteem Scale, and the Chinese Procrastination Scale were utilized. Serial mediating effect analysis and Bootstrap analysis were applied to the data. (1) Individuals engaging in high levels of physical activity demonstrated significantly lower levels of procrastination behavior compared to those with moderate or low levels of physical activity (Partial η2 = 0.01, F = 2.762, p < 0.01). (2) Physical activity was positively correlated with body self-esteem (r = 0.37, p < 0.01) and overall self-esteem (r = 0.29, p < 0.01), and negatively correlated with procrastination behavior (r = -0.14, p < 0.01). body self-esteem was positively correlated with overall self-esteem (r = 0.11, p < 0.01) and negatively correlated with procrastination behavior (r = -0.13, p < 0.01). Overall self-esteem also showed a significant negative correlation with procrastination behavior (r = -0.26, p < 0.01). (3) Mediation effect analysis indicated that body self-esteem and overall self-esteem played partial mediating roles in the relationship between physical activity and procrastination behavior among college students. The mediating effects were composed of three pathways: "Physical Activity → body self-esteem → Procrastination Behavior," "Physical Activity → Overall Self-Esteem → Procrastination Behavior," and "Physical Activity → body self-esteem → Overall Self-Esteem → Procrastination Behavior," with the effect sizes accounting for 27.70, 12.26, and 7.28% of the total effect, respectively. The findings of this study lead to several key conclusions regarding the relationship between physical activity, self-esteem, and procrastination behavior among college students. Firstly, engagement in moderate levels of physical activity is more effective in reducing procrastination behavior among college students. Secondly, participation in high volumes of physical activity is associated with increased levels of both body self-esteem and overall self-esteem. Lastly, physical activity not only directly impacts procrastination behavior but also indirectly influences it by enhancing body self-esteem and overall self-esteem, thereby further reducing the individual's level of procrastination. These conclusions suggest that physical activity plays a multifaceted role in mitigating procrastination behavior in college students. By promoting self-esteem, physical activity can foster a positive psychological state that is conducive to proactive behavior and academic success. The study's findings underscore the importance of integrating physical activity into college students' daily routines as a strategy to combat procrastination and enhance self-esteem.

Academic procrastination and inappropriate use of social networks among university students

ABSTRACT Academic procrastination is the tendency to delay academic activities such as carrying out tasks, studying for exams and similar. This behaviour may be related to the inappropriate use of social networks, especially by those students who procrastinate the most. The aim of this study is to identify latent profiles of academic procrastination and determine whether there are differences in terms of the areas of delay (academic activities, final degree projects, studying for exams and keeping abreast of academic tasks) and the factors of inadequate use of social networks (obsession with networks, a lack of better control and excessive use). The participants in this study were 1784 students from 24 Spanish universities. The Spanish version of the procrastination assessment scale and the questionnaire on addiction to social networks were used for information gathering. A Latent Profile Analysis, multivariate analysis of variance (MANOVA) and multivariate covariance analysis (MANCOVA) were carried out to examine the differences between the profiles detected, delay areas and social network addiction factors. The results showed three latent profiles in procrastination behaviour: low, moderate and high procrastination. Moreover, significant differences were observed in terms of the areas of delay and network addiction factors. In conclusion, the greater the procrastinating behaviour, the greater the tendency to delay academic activities and present more frequently inadequate conduct in the use of social networks.

Predictive analysis of college students’ academic procrastination behavior based on a decision tree model

Predicting academic procrastination among college students in the context of a public crisis could provide essential academic support and decision-making strategies for higher education institutions to promote student psychological health. Notably, research focusing on predicting academic procrastination behavior among college students in the context of a global crisis is still limited. The purpose of this study is to address this gap by constructing a predictive model based on the decision tree algorithm to predict academic procrastination behavior among college students. A total of 776 college students from the Guangxi Zhuang Autonomous Region of China participated in this study. The study gathered data from multiple aspects relevant to academic procrastination behavior, including demographic information, academic achievements, subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic achievement, and sense of school belonging. Descriptive statistical analysis was conducted utilizing SPSS version 26.0, and decision tree model analysis was performed with Modeler 18.0. The findings of this study identified eight predictive factors of college students’ academic procrastination in order of importance: subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic performance, and sense of school belonging. The model accuracy was 85.78%, and indicating a relatively high level of prediction. The findings of this study not only provided a new perspective for understanding academic procrastination but also offered practical guidance for educators on how to mitigate this behavior.

The Effect of Self-Regulated Learning on Student Academic Procrastination

Background: This also happens to PGSD students. Based on observations, show that the majority of students have carried out academic procrastination such as delaying doing coursework, delaying studying when facing exams, and sometimes choosing to do things that are more fun and unrelated to academic assignments. The emergence of academic procrastination behavior is caused by several factors, including low intrinsic motivation, laziness in studying, lack of discipline in the way parents educate them, influence from friends in their environment, as well as a lack of self-regulated learning (SRL) in managing time for doing assignments with other things. Aim: This study aims to determine the effect of self-regulated learning on academic procrastination of Muhammadiyah University students of Palangkaraya. Method: This type of research is quasi-experimental research. The population of this study was 2714, while the sample was 349 students. Data were collected by using several instruments in the form of an academic procrastination scale and a self-regulated learning scale. Statistical testing using linear regression analysis. Results and Dıscussion: The results of the study indicated that the significance value is 0.025 &lt;0.05. Conclusion: It can be concluded that there is a significant influence on the self-regulated learning on academic procrastination of Muhammadiyah University students of Palangkaraya.

Too depleted to work? A daily study on how work-related ICT use after hours influences employee next-day work procrastination behaviour

ABSTRACT Although studies have shown that work-related information communication technology (WICT) use after hours may result in adverse effects within workdays, little is known about whether and how it affects employees’ next-day work behaviours. Based on ego depletion theory, we examined the effect of WICT use after hours on next-day work procrastination behaviour and investigated its underlying mechanism and boundary conditions. To examine the hypotheses, we conducted a daily survey of 105 Master of Public Administration (MPA) enrolees over 10 workdays. The results showed that WICT use after hours increased next-day work procrastination behaviour through next-morning self-control depletion. Moreover, conscientiousness moderated the relationship between morning self-control depletion and work procrastination behaviour, such that morning self-control depletion was positively associated with work procrastination behaviour only for employees with low levels of conscientiousness. Theoretical contributions and managerial implications are further discussed.

Relationship Between Academic Procrastination Behavior and Self-Regulation Among Nursing Students

Relationship Between Academic Procrastination Behavior and Self-Regulation Among Nursing Students

Development and Validation of Scale SMPS for Assessment of Procrastination Due to Social Media Among University Students

This article explores the impact of social media on the procrastination behaviors of university students, specifically through the development of the Social Media Procrastination Scale (SMPS). The major objective is to understand the underlying factors contributing to academic procrastination due to social media use. The scale was developed with 50 items across three factors: Time management skills, engagement in academic activities, peer and social influence expert opinions led to the removal of 19 items with poor content validity (below 0.45). The remaining items were administered to university students via Google forms shared on WhatsApp groups. Exploratory factor analysis with varimax rotation validated the scale, resulting in a KMO measure of 0.771 and a significant Bartlett’s test (p &lt; 0.001). The scale’s reliability was confirmed with a Cronbach's alpha of 0.738. The final structure consists of three factors, providing a robust tool for assessing social media procrastination. To further validate the internal structure, Confirmatory Factor Analysis (CFA) was performed using AMOS-21. The CFA results indicated ,the Chi-Square test and CMIN/DF suggest a decent fit, as the ratio is below 3.The baseline comparisons (NFI, RFI, IFI, TLI, CFI) indicate that the model fit could be improved since these values are lower than the typical threshold of 0.90.The RMSEA is below 0.08, which suggests an acceptable fit, but closer to 0.05 would be preferred. AIC, BIC, and CAIC values are provided for comparison with other models. Lower values are preferred, indicating a better fit. The ECVI value also indicates how well the model would perform on a new sample, with lower values being better. Overall, the model shows a reasonable fit with room for improvement, particularly in indices like IFI, NFI, and CFI, which are below the recommended thresholds. The RMSEA indicates an acceptable fit, and the CMIN/df ratio supports the model's overall appropriateness.

Buffering or boosting? The dynamic curvilinear relationship between work-related use of information and communication technologies after-hours and wok procrastination

Work-related use of information and communication technologies after-hours (W_ICTs) blurs the boundaries between work and non-work domains, representing a typical boundary-crossing behavior that affects employees' lives and organizational development. Drawing on the Job Demands-Resources theory, this study develops a dynamic curvilinear model of the impact of W_ICTs on work procrastination, considering intrinsic motivation (self-efficacy and enjoyment) and regulatory focus (prevention focus). Empirical testing of the research hypotheses is conducted through a survey involving 817 employees with standard working hours (e.g. 9 a.m. to 5 p.m.). The results indicate that W_ICTs can be regarded as both inhibitors and promoters, with a U-shaped impact on work procrastination and an inverted U-shaped effect on self-efficacy and enjoyment. The mediating roles of self-efficacy and enjoyment are significant. Moreover, prevention focus moderates the relationship between W_ICTs and enjoyment, whereas the moderating effect between W_ICTs and self-efficacy is insignificant. This dynamic curvilinear relationship may explain the inconsistent results of prior studies regarding the relationship between W_ICTs and employees' negative behaviors. It contributes to expanding research on the outcomes of W_ICTs and the antecedents of work procrastination. Moreover, the proposed influence mechanism between W_ICTs and work procrastination has not been established from the perspective of intrinsic motivation and prevention focus. Hence, this study responds to scholars’ calls and adds to the existing research on how W_ICTs affect work procrastination. These research findings enhance the current understanding of the effects of W_ICTs and offer valuable insights for organizations to effectively manage W_ICTs and address work procrastination behavior in practice.

Efektifitas Konseling Individu dengan Teknik Self-talk pada Perilaku Prokrastinasi Mahasiswa Tingkat Akhir

The background of many final year students who experience delays in doing their final project. Various reasons make the delay a comfortable but unfavorable condition for final students. This study aims to describe whether individual counseling services with self-talk techniques can have an influence on the procrastination behavior of final year students in doing their thesis. This research method uses experiments with one-group pretest-posttest design. There were 19 final year students. The data collection technique uses a Likert scale procrastination questionnaire. Data analysis uses the Wilcoxong test to determine differences before and after treatment. The results showed a change in student procrastination behavior indicated by a p value = 0.002 (&lt;0.05) so that it can be concluded that there is an average difference between procrastination behavior on the pre-test and post-test so that it can be said that there is a significant influence between counseling with self-talk techniques on procrastination behavior.