Procrastination Research Articles

Meningkatkan Pemahaman Self-Compassion untuk Mengatasi Prokrastinasi Akademik pada Siswa SMP di Kabupaten Cirebon

One of the obstacles in the learning process that students often face is the desire to procrastinate. This condition has the potential to make students feel self-guilt, regret, and excessive self-deprecation for neglecting their duties. In response to this, efforts are needed to increase students' understanding of academic procrastination and the importance of fostering self-compassion in themselves, one of which is by conducting psychoeducation. Psychoeducation activities are carried out in three stages, namely the planning, implementation, and evaluation stages of the activity. The participants in this activity were students of class IX-A at SMPN 2 Lemahabang, Cirebon Regency. This activity uses a questionnaire containing the same questions for the pre-test and post-test to measure participants' understanding before and after the activity. Analysis of the pre-test and post-test results showed that students experienced an increase in understanding after being given psychoeducation. Qualitatively, students also seemed enthusiastic and focused on the material presented. Thus, it can be concluded that the psychoeducation activities on academic procrastination and self-compassion have achieved the objectives set.

Predicting statistic anxiety by attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination among students of social sciences colleges

PurposeThis study aimed at identifying the prevalence of statistic anxiety among students in social sciences programs and analyzing the relationship between statistics anxiety and four key variables: attitude toward statistics, statistics self-efficacy, achievement in statistics and academic procrastination.Design/methodology/approachMethod a total of 440 students from all statistics sections offered in the social sciences programs in a four-year public medium-sized university in UAE participated in this study. Students participated by responding to a package that has four instruments: Statistics Anxiety Scale, Attitudes Toward Statistics, Current Statistics Self-Efficacy and Procrastination Assessment Scale.FindingsMore than 27% of students have above average statistics anxiety. Significant correlations were observed between statistics anxiety and each of attitude toward statistics course (−0.34), academic procrastination (0.33) and achievement (−0.35). On the other hand, Attitudes Toward Statistics and statistics self-efficacy have non-significant correlations. The four variables together predict more than 32% of the total variance of statistics anxiety, and the best predictor was procrastination followed by course attitude.Research limitations/implicationsStudents from only one university participated in this study. Adding more universities and countries could increase the generalizability of the study.Practical implicationsStatistics anxiety is prevalent among students in social sciences programs. Statistics instructors must be ready to deal with reducing it. Several procedures have been suggested to reduce statistics anxiety but improving attitudes towards statistics courses is the key factor in this regard.Social implicationsMany students from social sciences and humanities programs and colleges experience anxiety or tension related to statistics courses which are required in most higher education institution. This paper tried to understand which variables affecting this phenomenon and in which directions. At the end, statistics is an important subject for all students during their academic life as well as practical life after graduation.Originality/valueStatistic anxiety is the feeling of worrying and tension that students experience when taking statistics courses, especially in social sciences programs. Studying statistic anxiety and the related variables is crucial because this anxiety negatively and significantly affects students’ achievement and learning.

Life Quality of University Students: A Qualitative Meta-Synthesis

Quality of life among students is considered an important contributor to academic success. Quantitative assessments of student well-being have identified it as a risk factor for academic procrastination and higher drop-out rates. Nevertheless, a subjective investigation into university students’ well-being is underexplored. In the present meta-synthesis, we identified 20 qualitative studies and implemented Critical Appraisal Skills Programme as an assessment tool. Three main themes emerged from our synthesis: pressures on students, social psychological barriers, and hierarchy. Our findings support the consensus that certain academic tracks such as medical and health sciences can act as a risk factor for student well-being. We propose an integration of both quantitative and qualitative assessment to reach a more holistic perspective into quality of life.

A Descriptive Study on Locus of Control, Perfectionism, and Academic Procrastination among young adults

Many factors, particularly trait-like psychological dimensions, have been demonstrated to greatly contribute to procrastination, but the intricate interactions between these variables have gotten less attention. The purpose of the study was to assist young adults to navigate their academic voyage because these young adults often come across few stumbling blocks such as academic procrastination, locus of control and perfectionism in their academic work. The study group for this research consisted of 150 young adults (111 female, 37, male, 1 transwoman, 1 prefer not to say) and mostly belonged from undergraduate level from various private and public universities of Kolkata. Snowball sampling method was incorporated to identify the sample for the study. In this study, the “Rotter’s Locus of control scale”, “Academic Procrastination Scale by McCloskey” and “Frost Multidimensional Perfectionism Scale” were used to collect data. The Pearson Correlation, descriptive statistics and other statistical analysis were used for data analysis. According to the findings obtained, a significant relationship was established between academic procrastination and perfectionism that might altogether affect the academic outcome and further there were also a significant negative correlation between the locus of control and academic outcome. Research can further be done by using other variables to understand the effectiveness of academic outcome. In addition, educators, policymakers, and mental health professionals can work together to guide young adults based on their beliefs and can help individuals in making informed decisions.

The mediating role of ego depletion in the relationship between state anxiety and academic procrastination among University students

The issue of academic procrastination is highly prevalent among university students. It not only has a deterimental effect on students' academic performance but also poses a risk to their physical and mental well-being. Anxiety, as a negative emotion, has attracted researchers’ attention in relation to academic procrastination. Research indicates a correlation between state anxiety and academic procrastination, but the underlying mechanisms that drive this association remain unclear. When individuals experience ego-depletion, it can lead to psychological exhaustion, subsequently leading to procrastination. Gender role conceptions, shaped by sociocultural and psychological mechanisms, have profound implications on individuals’ cognition, emotions, and behaviors. This study primarily aims to explore the relationship between state anxiety and academic procrastination among university students, with a particularly focus on the mediating role of ego-depletion and the moderating role of gender. A survey using the State Anxiety Scale, Ego-Depletion Scale, and Irrational Procrastination Scale was administered to 3370 undergraduates. State anxiety shows positive correlations with ego depletion and academic procrastination (r = 0.665, p < 0.01; r = 0.491, p < 0.01), while ego depletion is also positively linked to academic procrastination (r = 0.500, p < 0.01). State anxiety serves as a positive predictor of academic procrastination, with a confidence interval of 95% [0.626, 0.696]; additionally, ego depletion partially mediates the relationship between state anxiety and academic procrastination, with a confidence interval of 95% [0.168, 0.251]. Gender acts as a moderator in directly predicting the impact of state anxiety on academic procrastination and in the latter stage of mediating the effect of ego depletion. State anxiety can significantly and positively predict academic procrastination among university students. Ego-depletion partially mediates the relationship between state anxiety and academic procrastination. The direct predictive effect of state anxiety on academic procrastination, as well as the mediating role of ego-depletion, is moderated by gender. This provides educators and university students themselves with reference for addressing the issue of academic procrastination.

The Relationship Between Social Media Dependence and Academic Procrastination Among College Students: The Mediating Role of Time Management Tendency and Self-Control

This study examines the influence of social media dependence on academic procrastination and the mediating role of time management tendency and self-control. The study find that a. social media dependence has a positive correlation with academic procrastination. b. Time management tendency plays a partial mediating role in the influence of social media dependence on academic procrastination. c. Self-control partially mediates the influence of social media dependence on academic procrastination.

Academic procrastination and inappropriate use of social networks among university students

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

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

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

Self-leadership as the ability for self-management in relation to academic procrastination of engineering students

Introduction. In the modern educational environment, attention is increasingly focused on the development of students’ personalities. The ability to self-organize, self-discipline and self-motivation becomes a necessary skill both for achieving educational goals and for successful integration into the professional environment of a future specialist. The purpose of the study is to study the influence of self-leadership, self-management and self-esteem on the level of academic procrastination of engineering students. Materials and methods. The sample is represented by 138 students of the St. Petersburg State University of Architecture and Civil Engineering, the average age was 20 years. The following methods were used: «Questionnaire to determine the level of self-leadership», adapted by Kim E-sung, «Scale for assessing academic procrastination», adapted by M.V. Zverev, questionnaire «Ability to self-government» N.M. Peysakhova, test «Determination of the level of self-esteem» S.V. Kovaleva. Results. The self-leadership and self-management skills of engineering students are at the «above average» level, there is also an average level of procrastination, and a low level of self-esteem was found. Students' academic procrastination decreases with a high level of goal-setting ability (r=-0,19; p≤0,05), introspection (r=-0,19; p≤0,05), self-control (r=-0,20; p≤0,05). Procrastination increases when using the strategies of «self-reward» (r=0,18, p≤0,05) and «visualization of one’s own success» (r=0,19, p≤0,05), as well as with high self-esteem (r=0,23; p≤0,001). Girls are more likely to procrastinate, care about the quality of work, and reward themselves after achieving results than boys. The most significant contribution to the academic procrastination of engineering students is made by goal setting (B = -0,36) and «visualization of one’s own success» (B = 0,40). Conclusion. Academic procrastination is one of the common problems in education. Self-leadership as the ability for self-management has a significant impact on procrastination, reducing it. Further research into the phenomenon of self-leadership may contribute to the development of programs for developing selfmanagement skills, which will improve learning outcomes.

The Impact of Executive Dysfunction on Anxiety in Hearing-Impaired College Students: Smartphone Addiction as a Mediator and Academic Procrastination as a Moderator.

Hearing-impaired college students often rely on smartphones for information exchange and social interaction due to their hearing limitations, which may increase their risk of smartphone addiction. This study aims to explore the impact of executive dysfunction on anxiety levels in hearing-impaired college students, investigating smartphone addiction as a mediator and academic procrastination as a moderator. We conducted a questionnaire survey using the Executive Function Scale, the Anxiety Scale, the Smartphone Addiction Scale, and the Academic Procrastination Scale. The survey included 609 hearing-impaired college students from three universities in Jiangsu, Hunan, and Heilongjiang Provinces, China. After controlling for age, executive dysfunction was found to significantly predict higher anxiety levels in hearing-impaired college students. Additionally, smartphone addiction partially mediated the relationship between executive dysfunction and anxiety. Academic procrastination further moderated the relationship between smartphone addiction and anxiety. This study enhances the understanding of the complex interactions between executive dysfunction, smartphone addiction, and academic procrastination in contributing to anxiety among hearing-impaired college students. The findings offer valuable insights for developing strategies to promote the mental health of this population.

Systematic Review: Academic Procrastination in Students

Systematic Review: Academic Procrastination in Students

Investigating the Role of Psychological Capital in Academic Procrastination and Adjustment among Chinese University Students

Objectives: A close inter-connectivity of students with the virtual world through the Internet has been perceived as a major source of potential harm to students' academic life and activities. This study aimed to highlight the role of cognitive absorption and psychological capital on students' academic performance and academic procrastination with the mediation of cyberloafing. Aligned with the main theme of the research, the directly affected group, i. e., the students, were targeted as unit of analysis followed by quantitative primary data collection from them. Methods: The software SPSS with simple linear regression and hierarchal regression were selected for data evaluation and results derivation. Results: The study implied the facts that the psychological capital and cognitive absorption were significant for enhancing academic performance directly as well as indirectly. In the case of academic procrastination, the study encountered negative impacts on the academic procrastination and insignificant impact of psychological capital through cyberloafing. Conclusion: With these results, the study identified that the constructive psychological capital and a healthy cognitive absorption capacity was beneficial for students to maintain their performance and overcome their laziness in academic activities. Likewise, in this domain, cyberloafing is effective if utilized within the academic domain.

ROLE OF ACADEMIC ANXIETY IN ACADEMIC PROCRASTINATION: A THEORETICAL PERSPECTIVE

Academic procrastination is significantly influenced by academic anxiety, which also affects students' capacity to do assignments efficiently. Avoidance behaviours are frequently the result of high levels of concern among students about their academic achievement. This nervousness may be caused by a lack of trust in one's own skills, perfectionism, or a fear of failing. Students put off beginning or completing homework as a result, thinking that doing so may momentarily reduce their stress. But this anxiousness is sometimes made worse by the procrastination, leading to a vicious cycle. There's more pressure to meet deadlines and less time to do projects when they draw near, which causes stress and lower-quality work. Procrastination also causes guilt and frustration, which can impair one's self-esteem and exacerbate academic anxiety. Reducing procrastination requires effective handling of academic anxiety. Students can overcome anxiety and form better study habits by using techniques like time management, talking to teachers or counselors for support, and engaging in mindfulness exercises. Taking care of academic anxiety promotes general wellbeing, academic success, and task completion.

Correlation between Academic Procrastination and Self-Confidence among Medical Students at an Eastern Indian Institution: A Cross-Sectional Survey

Correlation between Academic Procrastination and Self-Confidence among Medical Students at an Eastern Indian Institution: A Cross-Sectional Survey

Research on Factors Influencing Academic Procrastination among Vocational College Students in Henan Province, China

Research on Factors Influencing Academic Procrastination among Vocational College Students in Henan Province, China

The Effect of Self-Regulated Learning on Student Academic Procrastination

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

Comparison of the Effectiveness the Educational Package to Prevent Academic Procrastination and Treatment based on Acceptance and Commitment on Academic Motivation and Academic Performance of Procrastinating Students

Aim: Academic Performance is one of the issues raised in the field of education, which not only affects the academic future of students from various dimensions, but also determines their fate in various fields. Therefore, the current research was conducted with the aim of comparing the effectiveness of an educational package to prevent academic procrastination as well as treatment based on acceptance and commitment on academic motivation and performance of procrastinating students. Methods: The research method was semi-experimental with a pre-test, post-test and follow-up design with a control group. The statistical population included all secondary school students suffering from academic procrastination in city of Isfahan. Among them, 45 people were selected by purposive sampling and randomly divided into two experimental groups (educational package to prevent academic procrastination and treatment based on acceptance and commitment) and a control group (15 people in each group). Research tools included academic procrastination questionnaires (Solomon and Rothblum, 1984), academic motivation (Abdkhodaei et al., 2017) and academic performance (Pham and Taylor, 1999). In order to analyze the data, analysis of variance with repeated measurements was used. Results: The findings showed that the educational package of prevention of academic procrastination and treatment based on acceptance and commitment had a significant effect on the academic motivation and academic performance of procrastinating students (p&lt;0.001) and there is a significant difference between the two interventions, so that the educational package to prevent academic procrastination has been more effective. Conclusion: Those involved in the field of student education are recommended to use the educational package to prevent academic procrastination in order to solve students' academic problems, especially to improve academic motivation and academic performance.

Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students

Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students

Penanganan Prokrastinasi Mahasiswa melalui Muhasabah Diri

In higher education, students are not only required to study in class but students are also required to study independently. Students are not only required to learn academic material but also non-academic material. However, in meeting these demands, students can encounter several obstacles such as difficulty finding references or literature, managing study time well, interacting with friends and lecturers, or self-management. This results in students experiencing academic procrastination. Academic procrastination is a behavior in which you procrastinate a task or an activity in carrying out an assignment but it takes longer than the time allotted (Nisa D.S, 2023). Therefore, this research aims to determine the effectiveness of handling student academic procrastination through self-reflection. This research uses the Academic Procrastination scale instrument with 10 statement items and the Self-Muhasabah scale with 10 statement items. Data analysis uses the product-moment correlation method from Pearson. The purpose of this analysis is to find a correlation between self-reflection and academic procrastination in students. The findings of this research show that the results of the correlation between academic procrastination and self-Contemplation obtained a correlation coefficient of 0.854 and a significance value of p=&lt;0.01, this shows that self-Contemplation influences dealing with students' academic procrastination.

Academic Procrastination among NEET Aspirants

Academic Procrastination among NEET Aspirants