Level Of Procrastination Research Articles

Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students

Academic procrastination has always posed a challenge in both offline and online learning environments. In order to mitigate delays in academic assignments, students need to adopt positive attitudes towards their academic life and actively regulate their learning process. Therefore, this study aimed to investigate the mediating role of self-regulated learning in the relationship between psychological capital and academic procrastination among college students. The study utilized the Academic Psychological Capital Questionnaire-12, the Motivated Strategies for Learning Questionnaire, and the Academic Procrastination Scale. The findings, based on a sample of 207 college students from Indonesia, revealed that self-regulated learning fully mediated the link between psychological capital and academic procrastination. Moreover, further analysis indicated that the method of learning could differentiate levels of academic procrastination, while no significant difference was observed based on gender. This study offers valuable insights to students, lecturers, and other stakeholders in the field of education, emphasizing the significance of psychological capital and self-regulated learning in students' academic journey.

Academic Procrastination of Students at SMAN 6 Prabumulih in Terms of the Intensity of Smartphone Usage

This study aims to describe the level of academic procrastination of class XI students at SMAN 6 Prabumulih in terms of the intensity of smartphone usage. The method used in this research is descriptive quantitative. The data collection technique used was by distributing research instruments, namely questionnaires with a Likert scale model. The data obtained were then analyzed using categorization formulas and percentages (%). The population in this study were all 263 students of class XI at SMAN 6 Prabumulih with a sample selected by a simple random technique of 158 students based on the calculation of sampling using the slovin formula. The results of this study indicate that in general students have a medium level of academic procrastination when viewed from the intensity of their smartphone usage.

Impact of Negative Perfectionism on Procrastination and Job Burnout among Public Sector Employees: Role of Stress as Mediator

This study examined the mediating role of stress in relationship between perfectionism, procrastination and job burnout among the employees. The data was collected from 243 employees of public sector organizations and the sample included the workers who were working in the office setting environment including, bankers, managers, software engineers, administrators and employees of call centers. To collect the data a consent form was used to get the voluntary responses, the other instruments included a demographic sheet, Negative Perfectionism Scale (NPS), Procrastination at Work Scale (PAWS), Oldenburg burnout inventory (OLBI) and Stress subscale from the DASS-21. The results of the study showed that there is a significant positive relationship between perfectionism and procrastination, and a significant relationship between perfectionism and job burnout. In addition, there is a mediating role of stress in the relationship between perfectionism, procrastination, and job burnout among the employees. However, the results of the t-test analysis showed that a significant difference between level of stress and procrastination was found in both genders. Findings of the current study suggests that Perfectionism is significantly associated with procrastination and job burnout, the mediating role of stress was found in the relationship between study variables.

STUDI DESKRIPTIF PROKRASTINASI AKADEMIK SISWA

Student academic procrastination is a behavior of procrastinating that is intentionally repetitive and prefers to fill its activities by doing more enjoyable activities so that it overrides its main task as a student.This study aims to describe the academic procrastination of high school students Al Amanah Ciwidey class XI, this study uses a quantitative descriptive method.The subjects in this study were students of class XI SMA Al Amanah Ciwidey. The results of this study indicate that the level of academic procrastination of students both overall and by gender is in the moderate category.which means that class XI students of SMA Al Amanah Ciwidey are expected to be able to overcome the problem of academic procrastination. Keywords:Student Academic Procrastination, High school student.

PENGEMBANGAN MODUL BIMBINGAN BELAJAR TENTANG PERILAKU PROKRASTINASI AKADEMIK PADA SISWA KELAS X SMAN 1 CIRANJANG

The module is one of the printed-based teaching materials regarding a particular subject that is systematically arranged to make it easier for students to learn independently or with the guidance of educators easily and on target. Academic procrastination is an individual's self-regulation inability that causes behavioral tendencies to delay procrastinating in doing and completing school assignments until the next day. The purpose of this research is to know the development process, to know the feasibility according to experts and practitioners, to know student responses and the effectiveness of the tutoring module on academic procrastination behavior. This type of research is research and development using the Borg and Gall model which was adopted by Sugiyono. The participants in this study were media experts, material experts, BK practitioners and students of SMAN 1 Ciranjang consisting of 10 students who were involved in the product trial and 36 students who were involved in the usage trial. The results show that the product that needs to be developed at SMAN 1 Ciranjang is a tutoring module about academic procrastination behavior, the product developed according to media experts is at a percentage of 90.6% with a very decent representation, according to material experts it is at a percentage of 95.2% with a very decent representation and according to BK practitioners the product is at a percentage of 96.9% with a very decent representation, the product developed has a very good response from students and the product developed is effective in reducing the level of student academic procrastination behavior.Keywords:Â Development, Tutoring Module, Academic Procrastination Behavior

MIXED-METHOD REPORT INTO CHINESE POSTGRADUATES’ PROCRASTINATION BEHAVIOR, ACADEMIC ENGAGEMENT AND SELF-CONFIDENCE

In this mixed-method investigation, the researchers delved into the intricate dynamics underlying Chinese postgraduates' procrastination behavior, academic engagement, and self-confidence, unveiling a multifaceted interplay among these factors. Quantitative findings revealed an intermediate-high level of procrastination, particularly in relation to writing assignments, exam preparations, and weekly reading tasks, while attendance tasks and general school activities elicited lower procrastination levels. Further analysis elucidated a substantial negative correlation between procrastination behaviors and both academic engagement and self-confidence, indicating the pernicious influence of this pervasive phenomenon on students' academic experiences. Qualitative insights garnered through thematic analysis explicated the complex reasons behind procrastination, including being overwhelmed by intricate tasks, lack of genuine interest, competitive milieu, insecurities, distractions, cultural and familial pressures, and struggles with time management, prioritization, and perfectionism. Furthermore, inadequate mentorship and anxiety surrounding future career prospects emerged as significant contributors to procrastination. Evidently, this detrimental factor not only impeded postgraduates' academic immersion but also eroded their self-confidence, exacerbating the detrimental repercussions on their scholarly performance. Thus, the findings underscore the imperative for targeted interventions, encompassing mentorship, time management skills, and emotional support, to mitigate the deleterious effects of procrastination on Chinese postgraduates' academic engagement and self-confidence.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0009/a.php" alt="Hit counter" /></p>

Uses of Facebook and academic procrastination in general studies students at a Peruvian university

The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil et al., 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara et al., 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of “entertainment” and “virtual community” with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.

THE EFFECTIVENESS OF BEHAVIOR THERAPY WITH A POSITIVE REINFORCEMENT APPROACH TO ACADEMIC PROCRASTINATION OF DEAF STUDENTS


 
 
 
 The reaserch aims to find out the effectiveness of behavior therapy with a positive reinforcement approach on reducing academic procrastination of deaf students at SMPLB Negeri Pembina Palembang. The research method is a quantitative pre-experimental research design with a one group pre-test post-test design. The subjects of this research were determined using a purposive sampling technique (N = 15) all of whom were deaf youth at SMPLB Negeri Pembina Palembang. To measure the level of academic procrastination used procrastination scale by Qomariyah (2016). The data analysis technique used the Paired Sample T-Test through SPSS. Based on the results of the pretest and posttest, the value of p = 0.002 (p <0.05) was obtained. Thus, it can be concluded that behavior therapy with a positive reinforcement approach has an effect on reducing academic procrastination of deaf students at SMPLB Negeri Pembina Palembang.
 
 
 

An Imagination - Procrastination Link? The Role of Efficacy Beliefs, Visual Imagery, and Affect in Academic Procrastination.

Previous studies have established that there is a relationship between efficacy beliefs and procrastination. Theory and research on motivation suggest that visual imagery (the capacity to create vivid mental images) may be implicated in this relationship and in the general tendency to procrastinate. This study's aim was to build on prior work by examining the role of visual imagery, as well as roles of other specific personal and affective factors, in predicting academic procrastination. Self-efficacy for self regulatory behavior was observed to be the strongest predictor, predicting lower rates of academic procrastination, though this effect was significantly greater for individuals who scored higher on a measure of visual imagery. Visual imagery predicted higher levels of academic procrastination when included in a regression model with other significant factors, though this relationship did not hold for individuals who scored higher on self regulatory self-efficacy, suggesting that this self-belief may shield individuals who would otherwise be disposed to procrastination behavior. Negative affect was observed to predict higher levels of academic procrastination, contrary to a previous finding. This result highlightsthe importance of considering social contextual issues that may influence emotional states, such as those surrounding the Covid-19 epidemic, in studies of procrastination.

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

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

Academic Procrastination among Indonesian University Learners: Interaction with Cheating, Absenteeism, and L2 Achievement

Background. Many studies suggested that academic procrastination is particularly prevalent among learners at university level. However, empirical data on the interactions between academic procrastination and, respectively, learners’ attitudes towards cheating (AtC), absenteeism, and learning achievement, are either generally inconclusive or non-existent, especially in English as Foreign Language (EFL) literature. Thus, it is worthwhile to conduct a study to examine these issues in the Indonesian EFL context, home to one of the largest communities of EFL learners in the world.
 Purpose. The aim of this study was to investigate academic procrastination of Indonesian EFL learners at university level and the interactions of these learners’ procrastination with AtC, absenteeism, and second/foreign language (L2) achievement.
 Method. The study used an online survey method and 164 learners from non-English departments participated in this study.
 Results. On the basis of descriptive statistics, it was found that the participants reported a moderate level of procrastination in English class. Furthermore, this study found that learners' procrastination significantly and positively correlated with their AtC and absenteeism. This indicated that the more learners procrastinated, the higher their approval of cheating behaviour, and the more likely they were to be absent in English classes. The predictive power of learner procrastination was 16.4% on AtC, and at 8.3% on absenteeism. Moreover, the study also found a significant, negative, and moderate relationship between learner procrastination and their L2 achievement with learners' procrastination being able to predict 16.5% of the total variance in L2 achievement.
 Conclusion. Teachers are suggested to promote project-based tasks in groups where the step-by-step progress of learners is continually monitored, feedback given, and rewarded. This could discourage procrastination, absenteeism, as well as cheating behaviours, and potentially promote more optimal L2 achievement.

Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course

College students in a learning to learn (L2L) course (n = 331) were contrasted with a group of students not enrolled in the course (n = 446) across multiple indicators of their self-regulated learning, behavioral and emotional engagement, and achievement. Using a pretest-posttest design with online self-report surveys, we found that, compared to their peers, students in the L2L course evidenced higher adjusted means at the end of the semester for their self-efficacy for SRL, growth mindset, and use of time management, environmental, metacognitive, and motivational regulation strategies. The L2L students also showed more adaptive levels of procrastination, classroom engagement, academic burnout, and sense of belonging. All these group differences emerged when controlling for a set of covariates that included students' prior achievement and the equivalent measure at the beginning of the semester. We discuss the implications for further research and for the implementation of college L2L courses.

Academic Procrastination, Self-Efficacy, and Task Value of Pre-Service Biology Teacher During Online Learnings

Academic procrastination, frequently linked to low self-efficacy and poor assignment performance, is more likely to occur when learning online. This study aims to reveal the level of academic procrastination, self-efficacy, and assignments by semester, areas of academic procrastination, and reasons for delaying assignments, as well as the relationship between academic procrastination, self-efficacy, and task value. This study uses a quantitative approach through a cross-sectional exploratory study. The sample in this study was semester 1, 3, 5, and 7 students who were taken through a stratified random sampling technique. Utilizing the survey method was the data collection methodology. The level of students is described using frequency distribution descriptive data. To use regression analysis to explain the connection between academic procrastination, self-efficacy, and task value. The reasons for procrastination were analyzed qualitatively. According to the findings, pre-service biology teachers who participated in online learning exhibited moderate levels of academic procrastination (37.8%), self-efficacy (39.1%), and task value (29.9%). More than half of the pre-service biology teachers polled stated they would prefer to postpone doing summaries of four pages of foreign language homework over twelve pages of Indonesian homework. Compared to creating a summary of the subject, more than half of biology education students said they would rather put off making a mind map. Reasons for postponing assignments varied among students. Furthermore, in academic procrastination, there is a negative simultaneous association between self-efficacy and task value.

Demographic factors, personality, and executive functions as predictors of procrastination in Polish and Ukrainian youth.

Procrastination is an irrational and unproductive behavior that disrupts psychological well-being and the quality of interpersonal relationships. The study aimed to determine the differences between Polish and Ukrainian youth in procrastinating and establish personality and executive functions as predictors of procrastination. Also, cultural differences were taken into account. It included 180 students (86 females and 94 males) aged 12 to 17; 84 lived in Lublin, Poland, while 96 lived in Lviv, Ukraine. The Pure Procrastination Scale, Ten Item Personality Inventory, and Comprehensive Executive Function Inventory were used. There were no significant differences in the level of procrastination between the whole Polish and Ukrainian groups, but age was an important predictor of procrastination. Gender was not a differentiating factor within the Polish or Ukrainian group. The most stable negative set of predictors of procrastination appeared to be age, agreeableness, and inhibitory control. These traits can be helpful in dealing with procrastination tendencies. Our research shows that an ability to control procrastination depends more on predispositions related to personality traits than on executive function improvement linked to the maturation of the frontal lobes. Combining the demographic, personality, and executive variables showed that students in the older age groups were more resistant to procrastination.

Subjective prerequisites for the manifestation of procrastination in students technical university

Introduction. Modern living conditions require a person to be mobile, have a high level of self-organization, the ability to act quickly in conditions of uncertainty, and be able to competently organize their work. Penetrating into all processes of human life, information technologies cause an increasing severity of the phenomenon of procrastination in the youth environment. The purpose of the study is to study the relationship of procrastination with personal characteristics and methods of self-organization of the activities of students of a technical university. Materials and methods. The study was conducted on the basis of the St. Petersburg State University of Architecture and Civil Engineering (N = 114), using diagnostic tools: the questionnaire «Degree of procrastination severity» by M. A. Kiseleva, N. E. Shustova, O.V. Karina, questionnaire «Self-organization of activity» (OSD) E. Yu. Mandrikova, questionnaire «Big Five», BFI-2 R. McCrae, P. Costa. The study used the methods of mathematical statistics: Kolmogorov-Smirnov criterion, correlation analysis, factorial analysis, Student's t-test. Results. It was revealed that students of a technical university have all indicators of procrastination and selforganization of activity at an average level. Significantly significant differences between boys and girls were found. In the group of girls, the level of procrastination is higher than in the group of men (tcrit=3,6; p=0,01), the level of anxiety is also higher (tcrit=4,2; p=0,01), negative emotionality prevails (tcrit= 5,0; p=0.001), aesthetic sense is more developed (tcrit=3,8; p=0,01). Young men demonstrate higher purposefulness (tcrit=-2,3; p=0,05) and perseverance in achieving goals (tcrit=-2,1; p=0,05). There is a relationship between procrastination, selfregulation of activity and personal characteristics. To a greater extent, the student's procrastination is caused by motivational insufficiency, anxiety and conscientiousness. Conclusion. As a result of the study, it was proved that the procrastination of young people is determined by personal characteristics and underdevelopment of skills for self-regulation of activities. In view of the fact that many students are aware of the problem of their procrastination, there is a need for targeted work on the correction and prevention of procrastination.

Procrastination as Influenced by Perfectionism and Fear of Failure among Employees in DepEd - Davao del Norte

The study dealt with procrastination as influenced by perfectionism and fear of failure among DepEd - Davao del Norte employees. This quantitative, non-experimental study, including a correlational approach and regression analysis, intends to examine which indicators of perfectionism and fear of failure influence procrastination with data collection from 369 teaching and non-teaching participants scattered across 11 different districts, including the division office. Statistical techniques such as Mean, Pearson r, and Linear Regression Analysis were employed. Throughout the indicators of rigid, self-critical, and narcissistic perfectionism, outcomes revealed a moderate level of perfectionism. Also, fear of failure was recorded as moderate among participants concerning fear of an uncertain future, important others losing interest, upsetting important others, fear of experiencing shame and/or embarrassment, and fear of devaluing ones self-estimate. Additionally, a low level of procrastination was discovered among employees concerning both soldiering and cyberslacking. The association exists among variables perfectionism and procrastination as well as fear of failure and procrastination. Only the domains fear of important others losing interest and fear of devaluing ones self-estimate predict procrastination. No part of perfectionism indicates procrastination. Therefore, perfectionism and fear of failure affect procrastination among employees of DepEd – Davao del Norte.

Overview of Academic Procrastination of Students Working on Thesis at Muhammadiyah University of Sidoarjo

This research is motivated by the delay of students in working on the thesis. The purpose of this study is to find out and provide an explanation of the description of the academic procrastination of students who are working on their thesis at the Muhammadiyah University of Sidoarjo. This research method is descriptive quantitative with the subject of students who are working on a thesis totaling 292 students. Determination of subjects using proportionate stratified random sampling technique is a sampling technique used when the population has members or elements that are not homogeneous and stratified proportionally. The variable in this study is academic procrastination. The data collection in this study used a psychological preparation scale, namely the Likert scale for the academic procrastination variable made by the researcher. Analysis of the data in this study using the help of Microsoft Excel. The results of data analysis showed that male students had higher procrastination than female students with an average score of 57.18, while female students had an average of 55.59. The results of the study when viewed from the Faculty show that the SAINTEK faculty has the highest level of academic procrastination among other faculties. The results of the study based on morning and evening classes showed that the evening class (56.6) had higher academic procrastination than the morning class (55.5).

The Effect of Self-Regulated Learning on Academic Procrastination in Hafidz Qur'an Students

The purpose of this research is to determine the impact of self- regulated learning on academic procrastination among students memorizing the Quran at PPTQ Al Hamra' Yogyakarta. Ideally, students memorizing the Quran should have self-regulated learning so that the level of academic procrastination is low. However, the reality is that many students who are memorizing the Quran have not been able to provide regulations for themselves, so the level of academic procrastination is high. Survey research employs a quantitative approach. The population of this study was 66 people. Purposive sampling was used, and 40 samples were collected. Data collection techniques use questionnaires and documentation. Data analysis techniques use simple linear regression analysis. The results showed that the determination coefficient value was 66.8%, which means that the influence that self-regulated learning has on the academic procrastination of students in PPTQ Al Hamra' is 66.8%. The value of the regression coefficient is -0.874, which means that the negative self-regulated learning inhibitor of academic procrastination is strong.

An Overview of Academic Procrastination in High School Students

This study aims to determine the description of academic procrastination at SMA Di Ngoro Mojokerto. This research is a quantitative descriptive approach. This type of research uses a statement questionnaire. The number of samples in this study were 247 students. The results showed that the level of academic procrastination in high school students showed that the level of academic procrastination of students was dominated in the moderate category with a percentage of 37%, or equivalent to 89 students. Furthermore, 35% belong to the high category, and 29% belong to the low category. This means that students' academic procrastination mostly moves from moderate to high.

Examining bedtime procrastination, study engagement, and studyholism in undergraduate students, and their association with insomnia.

Compulsive overstudying, known as studyholism, is an emerging behavioral addiction. In this study, we examine the prevalence of, and the relationships between, insomnia, study engagement, studyholism, bedtime procrastination among undergraduate students. The Studyholism (SI-10), Athens Insomnia (AIS), and bedtime procrastination scales were administered to a convenience sample of 495 university students. Our findings indicate that the prevalence of insomnia was 75.31%, high studyholism was found in 15.31% of the sample, and increased study engagement was detected in 16.94%. Gender differences analysis revealed that females reported higher studyholism and bedtime procrastination than males. Fifth-year students had higher levels of studyholism than internship (p < 0.001), first-year (p < 0.01), and sixth-year students (p < 0.05). Insomnia was positively related to studyholism and bedtime procrastination. Furthermore, insomnia can be positively predicted by studyholism and bedtime procrastination. Participants with a medium level of studyholism were twice as likely to experience insomnia as those with a low level. Studyholics were six times more susceptible to insomnia than students with low studyholism levels. Compared to individuals with low bedtime procrastination levels, those with medium and high bedtime procrastination were twice as likely to report insomnia. Our study highlights the interplay between insomnia, studyholism, and bedtime procrastination. Further, the findings indicate the need to increase awareness of insomnia.