Level Of Procrastination Research Articles

Correlation between Self-compassion and Academic Procrastination with Learning Achievement among the Medical Students at Universitas Swadaya Gunung Jati, Cirebon, Indonesia

Background: Learning achievement is primarily measured by GPA. A positive self-concept, nurtured by self-compassion, is essential for achieving academic excellence. Self-compassion helps students cope with stress and boost motivation. On the other hand, procrastination is a common obstacle to academic success. Ineffective time management and organizational skills are hallmarks of procrastination. Aims: To describe the levels of self-compassion and procrastination among medical students and to examine how these factors relate to academic performance. Methods: This study employed a cross-sectional design involving 266 active medical students at UGJ, selected through stratified random sampling. Data was collected using an online questionnaire, including the Self-Compassion Scale and the Academic Procrastination Scale. Univariate and bivariate analyses were conducted, with a Spearman correlation test used to assess the correlation between variables due to the non-normal distribution of self-compassion and academic achievement. Results: The majority of participants exhibited moderate levels of self-compassion (56%). Similarly, the majority (38.7%) demonstrated moderate levels of academic procrastination. In terms of learning achievement, the majority of participants achieved a GPA between 3.01 and 3.50 (32.3%). A significant positive correlation was found between self-compassion and learning achievement (p-value<0.001, r=0.339). Conversely, a significant negative correlation was observed between academic procrastination and learning achievement (p-value<0.001, r=-0.234). Conclusion: This research shows that higher self-compassion is associated with better learning outcomes whereas higher academic procrastination is associated with worse learning outcomes. Received: 25 September 2024 | Reviewed: 17 October 2024 | Revised: 17 November 2024 | Accepted: 30 November 2024.

Are we too connected to social media? An explanatory research the problematic social media use in self-esteem, phubbing and procrastinating behaviour

ABSTRACT Indonesia is in the first position in the category of users with the highest screen time duration, which triggers problematic social media use (PSMU). Previous research has consistently proven PSMU to be related to dysfunctional behavior and harmful daily life activities, which affects academic. Therefore, this research aimed to measure the PSMU procrastination level of youths, phubbing behavior, and self-esteem. Generalized Structured Component Analysis (GSCA) was used to identify the structural relationships relevant to a multivariate dataset of 770 cross-sectional convenient samples aged 17 to 30 collected through an online questionnaire. The result obtained four hypotheses with a significant positive effect, and two negative impacts. This showed that PSMU will cause procrastination, including worse academic performance on mental and physical health. In addition, the higher the PSMU, the greater the possibility of phubbing in relation to friendship quality, and weakening communication within the family. An increase in PSMU tends to affect self-esteem leading to inferiority due to constant comparison of achievements with other social media users.

Understanding happiness and academic procrastination among professional students

This study examines the role of happiness in academic procrastination among professional students and explores the impact of student type (senior vs. junior) and residence (rural vs. urban) on procrastination behaviors. The sample consisted of 896 professional undergraduate students selected using a stratified sampling technique, with 481 (54%) classified as seniors and 415 (46%) as juniors. Data were collected through a structured questionnaire and analyzed using multivariate analysis of variance (MANOVA) and regression analysis. The research reveals that happiness explains 40% of the variance in academic procrastination, underscoring its significant influence. The findings show that while student type affects procrastination levels, it does not significantly impact happiness. Residence and the interaction between student type and residence have negligible effects on both happiness and procrastination. These results suggest that emotional well-being is a crucial factor in mitigating procrastination, with happiness playing a more substantial role than demographic factors such as seniority and geographical location. The significance of this study lies in its challenge to traditional views that emphasize demographic characteristics in educational interventions. By demonstrating the critical role of happiness in reducing procrastination, the study highlights the importance of focusing on emotional well-being to enhance academic performance. The premise is that internal emotional factors, rather than external demographics, have a greater impact on procrastination behaviors, suggesting that fostering happiness among students could be a more effective strategy in addressing academic procrastination.

PERSONAL FACTORS OF PROCRASTINATION SYNDROME IN DIFFERENT PERIODS OF PEDAGOGICAL ACTIVITY

The article presents the results of the study of personal factors of procrastination among secondary school teachers in different periods of pedagogical activity. The following factors were considered: emotional burnout syndrome, motivation and sense-life orientations. Multiple regression analysis was used for data processing. It was found that each period of pedagogical activity is characterised by its own, inherent in this period, combination of personal factors of procrastination. At the same time, no joint influence of personal factors on the level of procrastination was found in teachers undergoing a pedagogical crisis and formed teachers.

Academic procrastination in Ecuadorian university students: An explanatory model based on academic motivation

Academic procrastination is a multifaceted variable that encompasses different affective, cognitive, and behavioral factors, and has a high incidence in university students with important negative academic, personal, and social consequences. As such, this study aims to explain the levels of academic procrastination in relation to academic motivation and certain sociodemographic variables. The sample was composed of 117 students belonging to the University of Cuenca, Ecuador, they completed a questionnaire of sociodemographic variables, academic motivation scale and academic procrastination scale. Results showed high levels of intrinsic and extrinsic motivation, as well as low levels of amotivation, together with a medium level of total academic motivation and academic procrastination in the participants. The logistic regression model with ordinal response evidenced a 19% reduction in fit when considering the dimensions of intrinsic motivation, extrinsic motivation, and amotivation, only intrinsic motivation was statistically significant in explaining academic procrastination, while total academic motivation and sociodemographic variables did not contribute significantly to the model. These findings confirm the importance of academic motivation, mainly intrinsic motivation, in the understanding of academic procrastination. The theoretical and practical implications of the results are discussed, highlighting their relevance in explaining this phenomenon and benefiting students.

Procrastination and risky behaviors: preliminary results among Italian university students

Abstract Background The study aims to investigate if the tendency to procrastinate has a relationship with engaging in risky behaviors among university students. Methods A cross-sectional study was conducted at the ‘Magna Græcia’ University of Catanzaro, in the Southern part of Italy, using a stratified random sample technique. Undergraduate students (ages 18 to 30) were provided with an anonymous online survey via the institutional email. The survey comprised five sections to assess procrastination levels, sleep quality, breakfast habits, alcohol and tobacco use, and social and demographic characteristics. Results Of the 404 participants, more than half were enrolled in medicine or life science majors. The procrastination mean score was 14.8(IQR 10-20). Poor sleep quality was found in 57.2% of students and women were the most affected part of the sample. The logistic regression model revealed that higher procrastination levels increased the likelihood of engaging in unhealthy behaviors such as breakfast skipping, alcohol abuse, and poor sleep quality. Furthermore, the study found that people who skipped breakfast were more likely to engage in smoking and alcohol abuse, suggesting the interconnectedness nature of unhealthy behaviors. Conclusions The study’s findings shed light on the correlation between procrastination and unhealthy habits. Moreover, the results can offer recommendations for how universities might successfully support students by implementing integrated, evidence-based programs to assist students who struggle with procrastination. Indeed, universities can serve as centers for promoting wellness by increasing awareness of the need to change deeply rooted behavioral patterns. Hence, breaking the vicious cycle of procrastination can ultimately lead to improved academic performance and overall well-being for students. This will benefit both individuals’ and the general public’s health. Key messages • The novel correlation between procrastination and risky behaviors among university students was shown. • Targeted interventions must include procrastination tendency to improve academic results and general well-being.

Role of students’ academic procrastination in shaping mathematics achievement

ABSTRACT This study explores the role of academic procrastination in shaping mathematics achievement in Nepali schools. Utilising a quantitative research design, a cross-sectional survey was conducted with 474 students selected through multi-stage cluster sampling from eight public secondary schools in Nepal. The data were analysed using t-tests, ANOVA, and multiple linear regressions. The findings reveal significantly higher levels of both academic achievement and procrastination. Moreover, a high level of academic procrastination was found to have a significant negative effect on mathematics achievement. Influential factors in this correlation include students’ ethnicity, study hours at home, family size, and parents’ educational background. Stakeholders, including parents, teachers, and policymakers, should collaborate synergistically to address the underlying causes of procrastination and provide robust support mechanisms to enhance students’ learning outcomes.

Trajectories of procrastination among Swedish University students over one academic year: a cohort study

BackgroundProcrastination is common among university students and associated with adverse outcomes such as physical and mental health problems. According to the Temporal motivation theory procrastination may vary over time depending on the temporal proximity to goals and deadlines.AimsTo determine if mean procrastination levels among university students varies over an academic year, and if trajectories of procrastination are moderated by gender identity, perfectionistic strivings, and/or perfectionistic concerns.SampleSwedish university students (n = 1410).MethodsThe cohort was followed with web-surveys at four time-points over one academic year (Late semester, Mid semester, After semester, and Early semester). Generalized Estimating Equations were used to estimate mean levels of self-rated procrastination at the different time-points.ResultsWe found only small fluctuations in mean procrastination levels over the academic year. Participants with high perfectionistic concerns demonstrated higher mean procrastination levels at all time-points, but neither gender identity, perfectionistic concerns nor perfectionistic strivings affected the slope of the mean procrastination trajectories.ConclusionsIn this cohort of Swedish university students, self-rated procrastination levels were stable over the academic year. Perfectionistic concerns, but not gender identity or perfectionistic strivings, was associated with higher levels of procrastination.

Gambaran Prokrastinasi Akademik Mahasiswa dan Implikasinya dalam Pelayanan Konseling

This research is motivated by the existence of academic procrastination that occurs among students. Students carry out high academic procrastination because students do not have the ability to manage their time well and prefer to do more enjoyable tasks than completing tasks. This study aims to describe the academic procrastination of curriculum and educational technology students and its effectiveness in counseling services. This type of research is quantitative research with a descriptive method. The population in this study was 436 students with a research sample of 209 students of the Curriculum & Educational Technology Department who were active in lectures in the 2020, 2021, 2022, and 2023 classes of the 2024/2025 academic year. The sampling technique for this study used the Proportional Stratified Random Sampling technique. Data collection was carried out through the use of instruments using a Likert scale, namely using academic procrastination instruments for students. The results of this study indicate that: (1) the level of academic procrastination of students majoring in curriculum and educational technology as a whole is in the moderate category. (2) the level of academic procrastination of students based on aspects of being stuck in starting and completing tasks is in the moderate category. (3) the level of academic procrastination of students based on aspects of being late in completing tasks is in the moderate category. (4) the level of academic procrastination of students based on aspects of time discrepancies between plans and actual performance is in the moderate category. (5) the level of academic procrastination of students based on aspects of doing more enjoyable activities is in the moderate category. Based on the results of this research, counselors can provide assistance to students to reduce the level of academic procrastination of students in the form of: information services, individual counseling services, group guidance services and group counseling services.

Why People Procrastinate on Facebook: Case Study from Employed and Unemployed Facebook Users in Sri Lanka

Procrastination is the intentional postponing of a necessary or devoted task, which can have a number of adverse impacts, including distress, physiological health issues, poor work performance, and subpar academic success. The study aims to analyze and compare procrastination levels among employed and unemployed Facebook users, exploring the reasons behind their procrastination, which is crucial from both an economic and informational perspective. Additionally, it seeks to investigate the association between procrastination on Facebook and the users' education levels. The study also examines how procrastination on Facebook differs between males and females. Positivistic research Philosophy, deductive approach and explanatory research design were deployed for this study. The study used convenience sampling technique and, 300 employed and unemployed Facebook users were taken for analysis of Independent sample test, Anova test and post hoc-tukeys test. Accordingly, five factors namely notification features, immersive decision features, surveillance of presence, identification features, and interaction features were utilized to gauge the degree of procrastination. The findings of this study outlined the causes of procrastination and revealed a substantial difference between employed and unemployed Facebook users in terms of procrastination levels on social media sites. Additionally, results showed that there is a considerable variation between males and females too. The findings will provide a deep knowledge for marketers, psychologists and for academics as well.

Time Management Training Reduces Work Procrastination of Cadres

The General background procrastination is a prevalent issue that affects productivity and efficiency in various settings, including work environments. Specific background this behavior can be particularly detrimental among individuals with multiple responsibilities, such as community cadres, who often struggle to manage their time effectively. Knowledge gap despite the recognition of time management as a crucial skill, there is limited research on its impact specifically among community cadres in reducing work procrastination. Aims this study aims to evaluate the effectiveness of time management training on the procrastination levels of cadres in a specific area. Results a quantitative experimental approach using a one-group pretest-posttest design was employed, involving 41 active cadres who underwent the training. the findings revealed a notable decrease in procrastination levels, with pretest scores averaging 66.000 and posttest scores averaging 65.000, indicating a positive shift after the intervention. Novelty this research contributes to existing literature by highlighting the potential of targeted time management training in addressing procrastination among community workers. Implications the outcomes suggest that implementing such training could enhance productivity and efficiency among cadres, advocating for broader applications of time management strategies in similar community-based settings to foster improved performance and commitment. Highlights: Effective time management training significantly reduces procrastination levels among cadres. Quantitative experimental approach utilized for measuring training impact. Findings advocate for broader applications of time management strategies in community settings. Keywords: Procrastination, Training, Cadres, Productivity, Research

Mindfulness and Procrastination Among University EFL Learners: The Role of Attention Control and Self-Regulated Learning.

The present study aimed to investigate the interconnections among mindfulness, self-regulated learning (SRL), attention control, and procrastination among English as a foreign language (EFL) learner in Iran. Additionally, the mediating influence of SRL and attention control on mindfulness-procrastination link were tested. For this purpose, 272 university EFL students were conveniently selected and administered self-report questionnaires. Structural equation modeling and mediation analyses were employed. The results indicated that greater levels of SRL and attention control were related to lower levels of procrastination. Further, mindfulness directly predicted SRL and attention control. The findings also showed that although mindfulness did not directly account for procrastination, it could indirectly impact procrastination via the mediation of SRL and attention control. The findings were discussed, and implications and suggestions for future research were presented.

Academic Procrastination and Burnout among Grade 11 Students

This study aimed to determine the significant relationship between academic procrastination and burnout. Simple random sampling was used, and it included 53 students. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), and Simple Linear Regression, results showed that the level of academic procrastination was moderate or sometimes manifested. It was also found that the level of student burnout was moderate or sometimes manifested. There was a significant relationship between academic procrastination and burnout. This means that students who frequently put things off are more likely to experience feelings of exhaustion, cynicism, and a sense of inadequacy related to their studies. Accordingly, academic procrastination significantly influences student’s burnout. School officials were recommended to implement a multi-tiered policy to address student procrastination and burnout.

Smartphone Distraction and Academic Anxiety: The Mediating Role of Academic Procrastination and the Moderating Role of Time Management Disposition.

The present study investigated the relationship between smartphone distraction, academic procrastination, academic anxiety, and time management disposition. A total of 474 college students were recruited to complete a survey comprising measures of smartphone distraction, academic procrastination, academic anxiety, and time management disposition. The hypothesised moderated mediation model was tested using Model 4 and Model 15 of the PROCESS macro for SPSS. Results showed that smartphone distraction was positively and significantly correlated with academic anxiety (r = 0.40, p < 0.001) and academic procrastination (r = 0.42, p < 0.001). Academic procrastination mediated the relationship between smartphone distraction and academic anxiety. Time management disposition moderated the paths from academic procrastination and smartphone distraction to academic anxiety. The present study suggests that smartphone distraction could predict increased levels of academic procrastination, which could then lead to higher academic anxiety. However, the predicting effects in this mediation model could fluctuate across individuals with different time management dispositions. Further studies are needed to explore the mechanism of smartphone distraction using different methods.

Prevalence of Procrastination and its Associated Factors with a View to Develop “Task and Time Management Strategies” to Combat Procrastination among Nursing Students

Background: Procrastination is the act of unnecessarily and voluntarily delaying or postponing something. It is a common human experience involving delays in everyday chores. The importance of assessing the prevalence of procrastination and its associated factors with view to develop “Task and Time Management strategies” to combat procrastination among nursing students are preponderant. Moreover, researches have despite that procrastination tends to be significantly higher among students specially those who have difficulty in time management. Objectives: This study was conducted with an object to assess the prevalence of procrastination and its associated factors with view to develop “Task and Time Management strategies” to combat procrastination among nursing students. Materials and methods: An exploratory study was conducted on 750 nursing students in the year of 2023 in selected nursing institutes of state Punjab. The subjects were selected by using quota sampling technique. Modified Procrastination Assessment Scale – Students given by Linda J. Solomon and Esther D. Rothblum in 1994 for assessing the prevalence of procrastination and its associated factors among nursing students. Data was collected by self report (pen and paper) method. Results: This study revealed that out of 750 students most of the nursing students (mean age ± sd=20.43±1.726) showed moderate level of procrastination i.e., 661(88.1%). Others nursing students have 89 (11.9%) have mild procrastination. In reasons for procrastination majority i.e., 90 (12%) of nursing students gave the reason that they had too many other things to do while 77(10.3%) of nursing students procrastinate due to fear of having bad grades. The significant difference between the prevalence of procrastination and socio demographic variables found to be significance with the gender (p=.000), birth order(p=.002). Conclusion: It has been concluded that the most of the students were found to have moderate procrastination and the major reason for procrastination is that nursing students do not want to face the problems as a result of their avoidance they suffer from more stress and anxiety. Gender and birth order have significant association with prevalence of procrastination. Nursing students need to manage time and divide their tasks according to the priority.

A one-year longitudinal study on the mediating role of problematic TikTok use and gender differences in the association between academic stress and academic procrastination

The present study tested the mediating role of problematic TikTok use in the relationship between academic stress and academic procrastination, as well as any gender differences. A total of 590 Chinese university students, aged between 17 and 24 years, completed questionnaires measuring their levels of academic stress and academic procrastination at Time 1 (T1), reported on problematic TikTok use at Time 2 (T2) six months later, and academic procrastination at Time 3 (T3) another six months later, while also providing demographic information. The results revealed significant positive associations between T1 academic stress, T1 academic procrastination, T2 problematic TikTok use, and T3 academic procrastination. Moreover, after controlling for age, urban-rural background, family income, TikTok use time, and T1 academic procrastination, T2 problematic TikTok use was found to mediate the longitudinal relationship between T1 academic stress and T3 academic procrastination. Furthermore, gender played a significant moderating role, with the mediating effect being observed only among male university students. The present study is one of the first to explore how problematic TikTok use and gender contribute to the longitudinal effects of academic stress on academic procrastination. The results offer valuable insights into strategies for preventing and managing problematic TikTok use and academic procrastination among university students.

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.

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&lt;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.

The role of big five traits and self-esteem on academic procrastination in Honduran and Spanish university students: A cross-cultural study

Academic procrastination, a prevalent issue in higher education, has been associated with various adverse outcomes. This study aims to discern and compare the degrees of academic procrastination among university students in Honduras and Spain while also investigating the relationship between academic procrastination and the Big Five personality factors alongside self-esteem. The sample comprised 457 university students, encompassing 237 Hondurans and 220 Spaniards. The research employed descriptive, comparative, correlational, and regression analyses. Honduran university students exhibited a significantly lower level of academic procrastination. Correlational analyses revealed that self-esteem and all Big Five personality factors, except for neuroticism in the Spanish cohort, displayed noteworthy associations with academic procrastination. Further regression analyses demonstrated that conscientiousness emerged as a significant predictor of procrastination in both samples. This study's findings can be pivotal in identifying students at risk of procrastination at an early stage. Additionally, the results can inform the development of intervention programs designed to mitigate procrastination tendencies among university students.