Procrastination Behavior Research Articles

Relationship between employees’ perceived illegitimate tasks and their work procrastination behavior: Role of negative emotions and paternalistic dimensions

Job performance can be negatively affected by work procrastination, and few studies have been conducted on how work tasks affect procrastination. Based on the Temporal Motivation Theory, this study uses an empirical method to explore the relationship between employees’ perceived illegitimate tasks and work procrastination by analyzing the mediating role of negative emotions and the moderating role of paternalistic leadership (authoritative, benevolent, and virtuous leadership). These findings indicate that perceived illegitimate tasks are positively related to work procrastination. Negative emotions mediated the relationship between perceived illegitimate tasks and procrastination. Benevolent leadership negatively moderates the relationship between perceived illegitimate tasks and work procrastination, whereas authoritative and virtuous leadership positively moderate it. The findings of this study enrich research on the mechanisms of action between illegitimate tasks and work procrastination and provide a guide for managers to reduce work procrastination.

The Effectiveness of Group Guidance Based on The Value of Islamic Education In Reducing Academic Procrastination Behavior in Madrasah Aliyah

Academic procrastination is a delay in the academic world. Academic procrastination can have a bad impact on students so it requires proper treatment for the perpetrators who are called procrastinators. This research was want to describe the effectiveness of group guidance services based on Islamic education values ​​in reducing academic procrastination behavior in students at MAS Bustaanul Uluum. The research method used in this research is guidance and counseling action research (PTBK) conducted through two cycles of action. The sample selection technique in this study was purposive sampling so that 9 students were found to be academic procrastinators. The results of this study were that in the pre-cycle students were in the high category of academic procrastination with an average score of 106.22. In cycle I there was a change, namely, students were in the moderate category of academic procrastination with an average score of 85.7. After the second cycle of research, students are in the low category of academic procrastination with an average score of 63.2. So group guidance services based on Islamic values ​​are effective in reducing procrastination behavior in students.

Selected personality correlates of procrastination in Polish adolescents–preliminary report

Procrastination, or intentional delay, is a phenomenon that makes the functioning of young people harder.Recently, this issue has been given a lot of attention in psychology and education sciences. Students who delay various activities may experience negative emotions and problems related to psychological health and daily functioning. This research aims to examine the links between selected personality traits (in the Big Five model and underlying autism spectrum disorder) and the propensity for engaging in procrastination behaviours. The research involved 530 primary school students (seventh- and eight-graders), aged from 13 to 15 years (M = 13.8, SD = 0.48; 58.5% females and 41.5% boys). During adolescence, various non-adaptive personality traits may contributeto the development of procrastination, which makes it harder for adolescents to make choices, decisions or fulfill their duties in a timely manner. The research makes use of the following methods: the Ten-Item Personality Inventory (TIPI); Polish version by Łaguna, Bąk, Purc, Mielniczuk, Oleś, 2014; the Pure Procrastination Scale (PPS) by Steel, 2010; Polish adaptation by Stępień,Cieciuch, 2013; amended by Stępień, Topolewska, 2014, and the Autism-Spectrum Quotient (AQ) Adolescent Version by Barron-Cohen et al., 2006; Polish version by Pisula, Rynkiewicz, Łucka, 2010. The research results show that conscientiousness, agreeableness, and emotional stability are significant predictors of procrastination in early adolescence. It was found there is a significant association between agreeableness and generalised tendency to procrastinate in terms of decision-making and non-adaptation in boys. The results obtained can be useful in the formulation of guidelines for parents and teachers planning and organising the work of students who have problems meeting school demands.

Predicting procrastination with academic performance: Towards the anticipation of a higher education problem

Purpose: With the purpose of predicting the problem of procrastination, we study how age, sex, type of studies and grade for admission to higher education influence the procrastination behavior of students.Design/methodology/approach: In a sample of 359 university students, the Pure Procrastination scale was applied, as well as data on sex, age, grade previous to join the university, grade completed and year of study (first to fourth). To identify underlying variables or factors that explain the configuration of correlations in the items of the scale used, an exploratory factor analysis was carried out (principal component analysis with Varimax normalization). Next, a multiple linear regression analysis was performed with the variables sex, age, and admission grade as independent variables and academic procrastination as the dependent variable.Findings: It has been possible to identify the variables that influence the procrastinating behavior of university students. From the identification of which students will possibly present procrastinating behaviors, the people responsible for university education will be able to implement intervention programs to deal with procrastination.Research limitations/implications: The sample is not representative of the universe of university students, although the results obtained are relevant enough to replicate the study in other university contexts. Our data could have included more instruments for collecting information, which in future studies would entail incorporating scales related to the perception of time management, motivation or self-regulation.Practical implications: Distinguishing, among university students, those who may present more procrastination tendencies will guide those responsible for the educational process of said students with respect to measures to alleviate the negative effects of procrastination through psycho-socio-educational intervention programs.Social implications: The knowledge derived from this work has practical implications for the students themselves who, in the case of being identified as a potential procrastinator, may benefit from a psycho-socio-educational intervention that will help them manage their time and reduce the discomfort derived from the procrastination.Originality/value: On the previous corpus of existing scientific knowledge, this work provides knowledge that allows optimizing, both at a public and private level, the academic, economic and social resources of university institutions in which procrastination can affect the preparation and the student performance.

The mediating effect of achievement motivation on mindfulness and procrastination behavior of nursing students: A correlational study.

Procrastination behavior is prevalent among nursing students in China. However, little research has examined how mindfulness is associated with procrastination behavior, via achievement motivation among nursing students. The aims of this study were to investigate the relationship between procrastination behavior, mindfulness and achievement motivation, and explore the mediating effect of achievement motivation on mindfulness and procrastination behavior of nursing students. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from January to March 2022 among 632 students from 1 university. A general information questionnaire, Achievement Motivation Scale, Five Facet Mindfulness Questionnaire and General Procrastination Scale (GPS) were used for investigation. Calculations were performed using SPSS Statistics, version 25. Descriptive statistics, correlation, and process plug-in mediation effect analyses were used to analyze the data. A total of 640 questionnaires were issued and 632 valid questionnaires were finally recovered, with an effective recovery rate of 98.75%. The GPS score of 632 nursing undergraduates was (55.80 ± 6.57), achievement motivation scale score was (-2.49 ± 8.73), Five Facet Mindfulness Questionnaire score was (118.21 ± 18.39). Achievement motivation and psychological capital were all negatively correlated with procrastination behavior (r = -0.291, -0.483; P < .01). Achievement motivation played a partial mediating role between mindfulness and procrastination behavior, and the mediating effect accounted for 59.82% of the total effect. The procrastination behavior of nursing undergraduates is at the middle level. Mindfulness can influence procrastination behavior through achievement motivation. Measures are needed to decrease the procrastination behavior by developing mindfulness programs to increase their achievement motivation.

The Effect of the Homework Process on Academic Procrastination Behavior in Higher Education

This study aims to examine the effect of homework process on academic procrastination behavior in higher education. In this direction, the opinions of 300 pre-service teachers selected by convenience sampling method were consulted and the opinions of 287 students were included in the study. The research data were collected with the Homework Process in Higher Education Scale and Academic Procrastination Behavior Scale. The collected data were subjected to correlation analysis on the basis of both total score and sub-factors. In addition, simple linear regression analysis was applied to examine the effect of homework process on academic procrastination behavior in higher education. After the correlation analysis, a significant negative correlation was found between the homework process in higher education and academic procrastination behaviors. After the regression analysis, it was revealed that the homework process in higher education had an effect on academic procrastination behavior and explained 10% of the total variance.

Effectiveness of a guided internet-based intervention for procrastination among university students – A randomized controlled trial study protocol

Procrastination is a widespread problem that is highly prevalent among the young adult population and is associated with several negative consequences. However, current evidence on the effectiveness of e-health interventions for procrastination either lack a comparison to an inactive control, do not include a student population or are of poor quality. This protocol describes the design of a trial that will overcome these limitations and examine the effectiveness of a guided internet-based intervention (GetStarted) to reduce problematic procrastinating behaviors in college students compared to a waitlist control. This study will be a two-armed randomized controlled trial with a calculated sample size of N = 176. Participants will be students from seven universities in the Netherlands. The intervention group will receive a four-week e-coach-guided intervention for procrastination. The waitlist control group will get access to treatment four weeks after randomization. Assessments will take place at baseline, post-test (4 weeks post-baseline) and follow-up (6 months post-baseline). Data will be analyzed with an intent-to-treat principle. The primary outcome is change in procrastination behaviors measured on the Irrational Procrastination scale (IPS). Secondary outcomes are depression, anxiety, stress, and quality of life. Additionally, sociodemographic characteristics of the participants, satisfaction with treatment, program usability, satisfaction with e-coach and treatment adherence will be examined as potential moderators. The results from this study can build evidence for the effectiveness of a guided internet-based intervention for treating procrastination in college students. Should it be effective, GetStarted could provide a flexible, low-intense and cost-effective treatment for procrastination and prevent common mental health problems in college students. Trial registrationThis trial is registered at ClinicalTrials.gov Protocol Registration and Results System (Trial number: NCT05478096).

The Interactive Effect of Stressor Appraisals and Personal Traits on Employees' Procrastination Behavior: The Conservation of Resources Perspective.

Procrastination has become a pervasive phenomenon in the workplace, yet knowledge of its antecedents remains limited. Therefore, this study explains when and why employees procrastinate. As procrastination is an individual intentional behavior to escape potential resource loss by taking actions to relax; this study regards procrastination as resource-protection behavior. Building on the conservation of resources (COR) theory, the purpose of the current study is to explore the direct impact of external situational factors (ie, stressor appraisals) and individual traits (ie, personality) and their interactive effect on workplace procrastination behavior. The study adopts a quantitative approach and uses two-wave data. Data was collected through the randomized cluster sampling technique and a structured questionnaire survey. The sample consisted of civil servants in an organization located in the Shandong province of China. Received 347 valid questionnaires representing an overall response rate of 87%. The theoretical model was tested through confirmatory factor analysis and regression analyses using Mplus 7.2. The results show that hindrance stressor appraisal is positively related to procrastination, whereas challenge stressor appraisal is negatively related to procrastination. Neuroticism had a positive relationship with procrastination, while conscientiousness had a negative relationship with procrastination. Conscientiousness moderates the relationship between challenge stressor appraisal and procrastination such that the relationship is salient under high conscientiousness. Overall, our study suggests that procrastination is affected by personal traits and workplace stressor appraisals. This study makes potential contributions to employees' procrastination literature by and its understanding within the job procrastination knowledge base. Also, this study confirms the comprehensive reach and applicability of the COR theory developed by scholars such as Hobfoll (1989). In practically, the research benefits organizations by providing suggestions for managing employees' procrastination behavior.

The emergence of procrastination in early childhood: Relations with executive control and future-oriented cognition.

Little is known about the development of procrastination, the tendency to postpone undesirable but necessary tasks, during early childhood. Only one study has measured procrastination behavior in preschool children using a single behavioral task (Sutter et al., 2018). Thus, the present study investigated the emergence and development of everyday procrastination behavior in preschool children and to explore its relations with executive function and future thinking using an adapted version of Lay's (1986) General Procrastination Scale for use with parents of preschool children. Parents (81% White, 82% with an annual household income of over $40,000, and 92% had a postsecondary education) of 3- to 6-year-olds (N = 396; 175 girls) completed the Preschool Procrastination Scale, the Behavior Rating Inventory of Executive Function-Preschool Version (Gioia et al., 2003), and the Children's Future Thinking Questionnaire (Mazachowsky & Mahy, 2020). Naturalistic examples of children's procrastination behavior were collected to better understand the domains in which preschool children procrastinated. Results revealed that: (a) procrastination emerges early in preschool, (b) procrastination became more characteristic with age, (c) executive function and future thinking were negatively related to procrastination tendencies, (d) different components of future thinking and executive function predicted younger and older children's procrastination, and (e) children procrastinated in different domains depending on their age and responsibilities. Our results suggest that children's procrastination tendencies increase with age and develop alongside self-regulatory and future-oriented cognitive abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Moderating Role of Peer Pressure and Positive Learning Environment Between Career Calling and Academic Procrastination in Chinese Medical Students During Controlled COVID-19 Pandemic: A Cross-Sectional Study.

The COVID-19 pandemic sets specific circumstances that may accelerate academic procrastination behavior of medical students. Career calling is a protective factor that fights against academic procrastination and may further improve medical students' mental health and academic achievement. This study aims to determine the status of Chinese medical students' academic procrastination during controlled COVID-19 pandemic. Moreover, the study investigates the relationships and mechanisms among career calling, peer pressure, a positive learning environment, and academic procrastination. Data were collected from several Chinese medical universities through an anonymous cross-sectional survey of 3614 respondents (effective response rate = 60.0%). Using online questionnaires to collect the data and IBM SPSS Statistics 22.0 for statistical analysis. The average score of academic procrastination of Chinese medical students was 2.62±0.86. This study proved the usage of peer pressure and positive learning environment as moderating roles of relationship between career calling and academic procrastination. Career calling was negatively correlated with academic procrastination (r = -0.232, p < 0.01), while it was positively correlated with peer pressure (r = 0.390, p < 0.01) and a positive learning environment (r = 0.339, p < 0.01). Moreover, academic procrastination was negatively correlated with peer pressure (r = -0.279, p < 0.01) and a positive learning environment (r = -0.242, p < 0.01). Peer pressure was positively correlated with a positive learning environment (r = 0.637, p < 0.01). The findings emphasize the importance of constructive peer pressure and a positive learning environment that discourages academic procrastination. Educators should highlight medical career calling education by offering related courses to fight against academic procrastination.

أثر برنامج تربوی فی خفض سلوک التسویف الاکادیمی لدى طلاب المرحلة الاعدادیة فی مدینة الموصل

یهدف البحث الحالی الى :1- التعرف على مستوى سلوک التسویف الاکادیمی لدى طلاب المرحلة الاعدادیة.2- التعرف على أثر البرنامج التربوی فی خفض سلوک التسویف الاکادیمی لدى طلاب المرحلة الاعدادیة، وتحقیقاً لأهداف البحث تم صیاغة الفرضیات الآتیة :- لا یوجد فرق دال احصائیاً بین متوسط رتب درجات المجموعة التجریبیة على الاختبارین القبلی والبعدی .- لا یوجد فرق دال احصائیاً بین متوسط رتب درجات المجموعتین التجریبیة والضابطة على الاختبار البعدی.- لا یوجد فرق دال احصائیاً بین متوسط رتب درجات المجالات السبعة لسلوک التسویف الاکادیمی لدى أفراد المجموعة التجریبیة فی الاختبارین القبلی والبعدی.ولتحقیق أهداف البحث تم بناء مقیاس سلوک التسویف الاکادیمی مکوناً من (38 ) فقرة موزعة على (7 ) مجالات تمثل أسباب التسویف الاکادیمی، وتم التحقق من الصدق الظاهری وقد بلغت نسبة اتفاق الخبراء (85 %)،کما تم استخراج القوة التمییزیة لفقرات المقیاس وایجاد صدق البناء عن طریق حساب معامل الارتباط بین درجة کل فقرة من الفقرات مع الدرجة الکلیة، واستخراج الثبات بطریقة معادلة الفا - کرونباخ وقد بلغ معامل الثبات (82 % )، وتکونت عینة البحث من (40 ) طالب فی الصف الخامس الاعدادی بفروعه (الاحیائی / التطبیقی / الأدبی) من الذین ظهر لدیهم تسویف اکادیمی عالٍ، وقد تم استخدام التصمیم التجریبی للمجموعتین التجریبیة والضابطة ذات الاختبارین القبلی والبعدی ، و توزیع أفراد العینة على مجموعتین ( تجریبیة وضابطة ) ، وبواقع ( 20 ) طالب فی کل مجموعة ، وتم اجراء التکافؤ بین طلاب المجموعتین فی عدد من المتغیرات ، وقد قامت الباحثة ببناء البرنامج التربوی المکون من ( 8 ) تدریبات تربویة تمثل مجالات سلوک التسویف الاکادیمی وتطبیقه على المجموعة التجریبیة ، ولتحلیل البیانات تم الاستعانة بالحقیبة الاحصائیة (spss )، واظهرت النتائج :1- وجود فرق دال احصائیاً بین متوسط رتب درجات المجموعة التجریبیة على الاختبارین القبلی والبعدی ولصالح الاختبار البعدی وهذا یدل على أثر البرنامج التربوی فی خفض سلوک التسویف الاکادیمی لدى طلاب المرحلة الاعدادیة،.2- وجود فرق دال احصائیاً بین متوسط رتب درجات المجموعتین ( التجریبیة والضابطة ) على الاختبار البعدی ولصالح المجموعة التجریبیة مما یشیر ذلک الى خفض سلوک التسویف الاکادیمی لدیهم . 3- وجود فرق دال احصائیاً بین متوسط رتب درجات المجالات السبعة لسلوک التسویف الاکادیمی لدى أفراد المجموعة التجریبیة فی الاختبارین القبلی والبعدی ، مما یدل على أن للبرنامج التربوی بمجالاته السبعة أثراً کبیراً فی خفض سلوک التسویف الاکادیمی لدى طلاب المجموعة التجریبیة .وبناءًا على ذلک فقد قامت الباحثة بوضع مجموعة من التوصیات والمقترحات .

THE EFFECTIVENESS OF GROUP COUNSELING REALITY FOR STUDENTS’ ACADEMIC PROCRASTINATION BEHAVIOR

This research is based on the observations and experiences of researchers that there are still many students who have high numbers of academic procrastination behavior. This is shown by students with the characteristics of procrastinating their assignments. High academic procrastination will affect students’ academic performance and will interfere with students' social life in the future. This study aims to determine the effectiveness of reality group counseling to reduce the academic procrastination behavior of vocational school (SMK) students. The research design used is one group pretest-posttest design. The intervention provided was reality group counseling which was carried out as many as 5 meetings. The subjects of the study were 9 students of class X SMK. The data retrieval technique uses an academic procrastination scale. The results of the analysis using the Wilcoxon signed ranks test showed the results of the sig level value. (2-tailed) 0.004 &amp;lt; 0.05 then Ho rejected and H1 accepted, thus indicating that reality group counseling techniques are effective for reducing students' academic procrastination.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0098/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The psychological impact of COVID-19 lockdown on the wellbeing, learning efficacy and sleeping behaviors of Romanian medical students.

The COVID-19 lockdowns are reported to have negatively influenced the wellbeing and learning efficacy of students. In this context, we analyzed the psychological impact of the COVID-19 quarantine on healthcare students, a subpopulation experiencing high stress levels. Our survey-based, cross-sectional study assessed wellbeing indicators, lifestyle and learning behaviors before and during the quarantine for 388 Romanian healthcare students. Our findings included the increase in phone and social media use, at the expense of formal and independent study time; deteriorations in mood, self-organization capacity and learning efficacy, and increased procrastination behaviors. Unexpectedly, our study identified an improvement in sleep quality and duration. The increase in social media use was less severe among rural students. We identified correlations between study time, online activities (including social media), wellbeing indicators and procrastination. Our study draws attention to quarantine-induced deteriorations of wellbeing and learning capacity in an important category of students.

More humility for leaders, less procrastination for employees: the roles of career calling and promotion focus

PurposeBased on the conservation of resources theory, the authors explore the relationship between humble leadership and employee procrastination by introducing career calling and promotion focus, and constructing a moderated mediation model aiming to reveal the influence of humble leadership on employee procrastination.Design/methodology/approachA total of 217 valid samples were obtained using a two-time point paired questionnaire. The proposed hypotheses were tested using hierarchical regression.FindingsHierarchical regression results indicated that humble leadership had a significant negative effect on employee procrastination. Career calling played a fully mediating role in humble leadership and employee procrastination. Promotion focus not only plays a positive moderating role between humble leadership and career calling but also moderates the mediating role of career calling.Practical implicationsManagers should pay attention to the cultivation of their own character of humility in the process of communicating with their subordinates, increase employees' career calling from various aspects to improve employees’ sense of meaning and value for their work and understand employees' situation for personalized management.Originality/valueThis study reveals for the first time the inhibitory effect of humble leadership on employee procrastination through the conservation of resources theory. This helps in expanding research on the antecedents of procrastination behavior and enriching research on the effects of implementing humble leadership. For this reason, the study contributes to the literature on humble leadership, employee procrastination and the conservation of resources theory.

Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety

In a financial accounting course, it is important that students review the learning material multiple times throughout the semester. Nonetheless, procrastination behaviour is adopted by many accounting students. Procrastination behaviour, induced by low self-efficacy, is harmful as it leads to higher test anxiety. Hence, interventions are suggested to favourably influence procrastination. Based on Astin's (1984) theoretical Input–Environment–Output model, this study investigates the potential of voluntary online exercises — online formative assessments (OFAs) — to increase self-efficacy and decrease test anxiety. The setting involves a quasi-experiment in a financial accounting course. Quantitative OFA log data are used (N = 762), as well as survey data, measuring self-efficacy and test anxiety at the beginning and the end of the semester. Qualitative focus group data verifies if the quantitative results are in line with students' OFA perceptions. Findings show that (1) during the semester, students' self-efficacy decreases and test anxiety increases, (2) students using OFA experience an increase in self-efficacy, and (3) those students also tend to experience lower test anxiety. Students confirm these favourable effects based on their experiences with the OFAs. This paper contributes to accounting education by demonstrating how OFAs support accounting students to increase self-efficacy and decrease test anxiety.

Prokrastinasi akademik remaja penggemar k-pop di Indonesia

Many young K-Pop fans are very active in using social media so that it is indicated that it will trigger academic procrastination behavior. This study aims to find out the general description of academic procrastination in young Indonesian K-Pop fans. This study uses a quantitative research design. The subjects of this study were 400 young K-Pop fans (388 girls and 12 boys). The technique of determining the sample using nonprobability sampling technique with purposive sampling method. In this study, data measurement used the academic procrastination questionnaire which measures academic procrastination in the area of academic procrastination and the reasons for doing academic procrastination. The results showed that the picture of academic procrastination in young Indonesian K-Pop fans was in the moderate category. The results of this study are expected to provide insight and become a reference in designing guidance and counseling services to reduce academic procrastination.

Self-Regulated Learning to Reduce Academic Procrastination of Muhammadiyah Boarding School Students at SMP Muhammadiyah 5 Reinforcement

Academic procrastination is a procrastination behavior characterized by doing unimportant things instead of prioritizing more important tasks or activities. One of the triggers for academic procrastination is low self-regulation in learning. This can be minimized by providing training. The purpose of this research is to look at the effectiveness of self-regulated learning training on student procastination. The training participants were 55 students of SMP Muhammadiyah 5 Reinforcement who took part in the Muhammadiyah Boarding School (MBS) program. Data analysis using paired sample t test. The study used the pre-experimental design method in the form of one group pretest-posttest. The result is that there is a difference between the pretest and posttest of academic procrastination after being given self-regulated learning training, with a large effect of -0.426 which is included in the moderate category. It can be concluded that self-regulated learning training is effective in reducing academic procrastination

Analysis of the Current Situation of the Research on the Influencing Factors of Online Learning Behavior and Suggestions for Teaching Improvement

With the rapid development in online education and the recurrence of COVID-19 around the world, people have temporarily turned to online education. To identify influencing factors of online learning behavior and improve online education, this study used CiteSpace to visually analyze research on influencing factors of online learning behavior on WoS. It discusses the research status, hotspots, and trends. Then, through cluster analysis and literature interpretation, the paper summarizes the types of online learning behavior and the influencing factors of different online learning behaviors from positive and negative dimensions. The findings of this paper are as follows. (1) The number of studies on the influencing factors of online learning behavior has increased in the last decade, especially after the outbreak of COVID-19. The research countries and institutions in this field lack contact and cooperation. (2) Online learning behaviors mainly include online learning engagement behavior, continuous behavior, procrastination behavior, and truancy behavior. (3) Online learning engagement behavior is mainly affected by perceived usefulness, perceived ease of use, individual characteristic differences, and other factors. (4) Online learning continuous behavior is mainly affected by quality, perceived usefulness, learning self-efficacy, and other factors. (5) The influencing factors of online learning procrastination mainly include learning environment, individual characteristics, social support, and pressure. (6) The main influencing factors of online learning truancy behavior are social interaction, participation, and learner control. At the end of this paper, according to the action mode of the influencing factors of online learning behavior, some suggestions for teaching improvement are put forward from the two perspectives of promoting positive online learning behavior and avoiding negative online learning behavior, which can provide a reference for teachers and schools in the future when conducting online education.

Upaya Guru Bimbingan Konseling dalam Menangani Perilaku Prokrastinasi Akademik Siswa di MTs Al - Ittihadiyah Laut Dendang

This tendency to procrastinate in psychology is known as procrastination. The main task of educators is to help mature students, mature psychologically, socially and morally. A guidance and counseling teacher who is engaged specifically in understanding student problems at school needs to try to deal with procrastination problems experienced by students. This article aims to find out the efforts of counseling guidance teachers in dealing with procrastination behavior in academic matters of students at MTsS Al-Ittihadiyah Dendang Sea. This research uses a descriptive qualitative method with a case study approach. The data collection technique used is the data collected from various sources and the results of this study only apply to the cases investigated. guidance and counseling teacher efforts in overcoming academic procrastination behavior at MTsS Al-Ittihadiyah by identifying procrastination behavior and when receiving reports from subject teachers then guidance and counseling services are given to these students.

The Relationship of Adversity Quotient and Academic Stress to Students' Academic Procrastination Behavior in Compiling a Thesis

This study aims to determine the relationship of adversity quotient and academic stress to students' academic procrastination behavior in compiling a thesis. The research subjects were 120 students of the Faculty of Economics and Business, University of Muhammadiyah Gresik. The sample technique used is purposive sampling. The approach used in this study is quantitative method. In this study, researchers used 3 (three) types of scales, namely the adversity quotient scale, academic stress scale, academic procrastination scale. The data analysis technique used in this study is a multiple linear regression analysis technique. Various problems can arise in a student in the implementation of his academic activities, the many demands that must be met, poor time management and unfinished coursework. Conditions like this according to Sarfino (2006: 61) are predicted to trigger stress in students if they are unable to meet these demands. Stress events vary depending on how the individual responds to the difficulties they face. The existence of adequate Adversity quotient ability helps students not to easily feel stressed in facing various kinds of difficult situations or academic demands that they receive. So that the adversity quotient affects a person's stress level.