Academic Procrastination Of Students Research Articles

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

Dukungan Sosial Orangtua dan Efikasi Diri dengan Prokrastinasi Akademik pada Siswa di SMA

The problem of academic procrastination is very detrimental to the world of education. Academic procrastination is formed from several factors including parental social support and self-efficacy. The purpose of this study was to determine the relationship between parental social support and self-efficacy with academic procrastination in students at SMAN 1 Ngaglik. This research method is quantitative with the research target being class X and XI of SMAN 1 Ngaglik. Sampling used the Proportionate Stratified Random Sampling technique with a total sample of 195 students. The instruments used were the parental social support scale, the efficacy scale, and the academic procrastination scale. Researchers analyzed the data with multiple correlation data analysis techniques and product moment correlation. The results showed that between parents' social support and self-efficacy with academic procrastination showed a sig F Change value of 0.000, for parental social support with procrastination showed a sig value of 0.000, and self-efficacy with academic procrastination in students showed a sig value of 0.000 (p value <0.05). So it can be concluded that there is a negative relationship between parental social support and self-efficacy with academic procrastination in students at SMAN 1 Ngaglik

Hubungan Antara Kontrol Diri dan Dukungan Sosial Teman Sebaya Dengan Prokrastinasi Akademik Pada Siswa Kelas XI SMA Negeri 14 Kota Semarang

This type of research is a quantitative research with a correlational research design. The population of this study was students of class XI SMA Negeri 14 Semarang City with a total of 287 students. Class XI MIPA 5 with a total of 36 students was used for the tryout. The sample in this study were 244 students of class XI SMA Negeri 14 who were taken using simple random sampling technique. The data collection tool used is a research scale in the form of a questionnaire using the Google Form. Based on the results of the study the following conclusions can be drawn: the first hypothesis obtained a coefficient of -0.623 with a significance value of 0.000 (p <0.05) which means that there is a significant negative relationship between self-control and academic procrastination in students. while in the second hypothesis by calculating the partial influence test a correlation coefficient of -0.390 was obtained with a significance value of 0.000 (p <0.05) which means that there is a significant negative relationship between peer social support and academic procrastination in students. Testing the third hypothesis is known to show a significant result of 0.000 (p <0.01) with a regression Fcount of 123.673 meaning that there is a significant relationship between peer social support and self-control with academic procrastination with an R value of 0.711.

Pengembangan instrumen pengukuran prokrastinasi akademik pada siswa sekolah menengah pertama

This study aims to identify and describe (1) the content validity of the instrument for measuring academic procrastination in junior high school students (2) the empirical validity of the instrument for measuring academic procrastination in junior high school students (3) the reliability of the instrument for measuring academic procrastination in junior high school students. This research is a development research (R&D). The procedure for developing this research uses ten steps in the development of the djemari mardapi instrument. Data was collected through observation and distributing questionnaires. Furthermore, the data were analyzed using the content validity test with the Lawshe formula, empirical validity test with the internal grain consistency formula (Product Moment), and reliability test with the formula (Alpha Cronbach). The results of the data analysis, based on the results of the internal empirical test for the consistency of the instrument items for measuring academic procrastination in students, obtained the results rxy (hit) > rxy (tab), indicating that overall the items were declared valid. While the results of the reliability test of the instrument for measuring academic procrastination in students amounted to 0.889 included in the results of the classification "Very High".

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.

ANALYSIS OF ACADEMIC PROCRASTINATION (AN OVERVIEW THROUGH SELF-REGULATION AND SELF-EFFICACY) IN ACCOUNTING STUDENTS AT VOCATIONAL HIGH SCHOOLS

The objective of this research is to investigate the effect of self-regulation on learning and self- efficacy partially or simultaneously on academic procrastination at State Vocational High Schools in East Jakarta. The method used in this research is a quantitative method. The population of this study was 179 students with 124 students who used as a research sample using the Proportionate Stratified technique Random Sampling. To obtain data the research used primary data in the form of a questionnaire / questionnaire. The research results show that self-regulation variables in learning have a significant negative effect on academic procrastination. The self-efficacy variable also has a negative and significant effect on academic procrastination. Simultaneously, the variables of self-regulation in learning and self-efficacy have an influence on academic procrastination in students of State Vocational Schools in East Jakarta. Test results from the coefficient of determination is 77.9%, while the rest is influenced by other factors outside the study. Hence, this study concluded that there is an influence between self-regulation in learning and self-efficacy on academic procrastination in XII grade of accounting students at State Vocational High Schools in East Jakarta.

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.

Academic Procrastination in Students During Covid-19 Pandemic: The Role of Perceived Challenges and Learning Motivation

The COVID-19 pandemic has caused many changes in educational settings which have been quite demanding. Shifting to online education has resulted in many erratic changes for students, which could have threatened their learning motivation. Therefore, this study examined perceived challenges, learning motivation and academic procrastination during the COVID-19 pandemic among 458 students of public and non-public universities in Albania, and the data were collected through online questionnaires. The findings reveal a strong relationship between academic procrastination, perceived challenges and learning motivation. Furthermore, a multiple linear regression model revealed that academic procrastination was influenced by perceived challenges and motivation. Sociodemographic variables, such as age and gender, were examined. The results are relevant for understanding learning motivational processes and critical variables that influence students’ procrastination, academic achievement and adjustment.&#x0D; &#x0D; Received: 21 October 2022 / Accepted: 29 December 2022 / Published: 5 January 2023

Tugas dalam Perkuliahan: Profil Prokrastinasi Akademik Mahasiswa Jurusan Tadris Biologi IAIN Kerinci

This study aims to determine how the academic procrastination of students at Biology Department of State Islamic Institute of Kerinci. This research was conducted on 189 students of the Biology Education of State Islamic Institute of Kerinci at the 2nd semester to the 8th semester who were randomly selected. The population in this study were students of the Biology Education at State Islamic Institute of Kerinci. Sample were selected by using by using the Slovin formula. Then, the sample obtained is 140 samples, while in this study the researchers took more than the number of samples that should be as many as 189 samples. While the sampling technique used by researchers is Simple Random Sampling. Based on the results of the research conducted by the author at the Biology Study Program of IAIN Kerinci, it was found that through a questionnaire distributed to 189 students, academic procrastination could be concluded that the academic procrastination of IAIN Kerinci Biology Department students was classified as high at 42.85% with a frequency of 81 respondents, with the average male gender which is higher that is equal to 80.2 on average. With academic procrastination, students of the Department of Biology Tadris IAIN Kerinci based on gender, the average is higher on male students.

Influence of self-regulated learning on the academic procrastination of college students.

Self-regulated learning is one of the growing aspects in the field of educational psychology. It plays a very important role in the academic success of the students. In addition, the failure of self-regulation resulted in academic procrastination. Academic procrastination is recurring behavior of students. The objective of the present study is to find out the levels of self-regulated learning, levels of academic procrastination, and the influence of self-regulated learning on the academic procrastination of the students. The present study was a Descriptive survey and questionnaire-based. The study was performed in the Kamrup (M) colleges of Assam affiliated with Gauhati University. The sample of the present study was 142 college students both boys and girls. The data were collected both offline and online. To run the statistical test, SPSS was used. Z score, percentage, Chi-square, correlation, and regression analyses were performed to test the null hypotheses and find out the objectives. The result indicates that college students are self-regulated learners as all the students fall under the extremely high level of self-regulated learning to average level of self-regulated learning. Again they are also an academic procrastinator. It was also indicated that there is a significant negative correlation between self-regulated learning and academic procrastination. Also, regression analysis indicated that self-regulated learning is a strong predictor of academic procrastination of college students. The level of students' self-regulated learning and academic procrastination must be pointed out in order to ensure the student's academic success.

Sense Of Community and Academic Procrastination in Students

This research was conducted because of the phenomenon where academic procrastination in students with individual characteristics likes to delay doing academic assignments. This study aims to determine whether there is a relationship between sense of community and academic procrastination in Elementary School Teacher Education students at the University of MuhammadiyahSidoarjo. This type of research is quantitative correlational with a population of 891 students. The sample used is 276 students. With the sampling technique proportionate stratified random sampling. Data collection techniques used the Academic Procrastination scale and the Sense Of Community scale. Academic Procrastination scale reliability test of 0.925. The results of the validity test of the Academic Procrastination scale showed as many as 34 valid items from 36 items. The results of data analysis using Correlation product moment showed r = -0.205, p = 0.001 which means the hypothesis is accepted. The higher the sense of community, the lower the Academic Procrastination. The effective contribution of Sense of community to Academic Procrastination is 5.8 percent.&#x0D; Highlights:&#x0D; &#x0D; Relationship: Explore connection between sense of community and academic procrastination in teacher education students.&#x0D; Sample and data collection: 891 students, 276 sample, proportionate stratified random sampling, Academic Procrastination and Sense of Community scales.&#x0D; Findings: Negative correlation (r = -0.205, p = 0.001) found; higher sense of community linked to lower academic procrastination. Sense of community contributes 5.8% to explaining procrastination.&#x0D; &#x0D; Keywords: academic procrastination, sense of community, elementary school, teacher education, quantitative correlational research

Regulasi diri dan prokrastinasi akademik siswa Sekolah Menengah Kejuruan (SMK)

This study aims to obtain empirical evidence the role of self-regulation on student's academic procrastination. The research method used is correlational quantitative. The sample in this study amounted to 120 students who came from students of SMK Ibrahimy 2. The scale used was Tuckman and Zimmermant. The method used to analyze the data in this study is to use statistical analysis methods using the Spearmen Test and Test . To simplify the calculation, the JAMOVI program is used. Based on the output of the hypothesis test results, the value is known, the significance value is p = 0.009 (&lt;0.001) it can be interpreted that there is a relationship between self-regulation and academic procrastination. The results of the hypothesis test on Spearman's rho resulted in a value of -0.215, from the results of the correlation coefficient test it was known that the relationship between self-regulation variables and academic procrastination was a negative relationship.

Keberhasilan Konseling Kelompok Teknik Manajemen Diri untuk Mereduksi Prokrastinasi Akademik Siswa SMP

&lt;p&gt;Abstract: This study aims to determine the implementation of group counseling through self-management techniques that can reduce student academic procrastination in junior high school students. The background that underlies this research is because many students still do academic procrastination so it also has an impact on their learning process. The type of research used is guidance and counseling action research through pre-action and 2 cycles. Each cycle consists of stages of planning, implementation, observation, and reflection. Data collection techniques are in the form of questionnaires, observations, and interviews. The results of the pre-action research obtained an average of 74.2 then given the action in the first cycle obtained an average score of 63.8. In cycle II it decreased with an average score of 54.8 whereas in this cycle 5 subjects were not in the high category. This study concludes that group counseling self-management techniques can be used as an alternative to reducing academic procrastination behavior.&lt;/p&gt;

Efektivitas Konseling Behavioral Teknik Self Management untuk Menurunkan Prokrastinasi Akademik dengan Kovariabel Motivasi Berprestasi

This study aims to present the results of research on the Effectiveness of the Behavioral Counseling Approach of Self Management Techniques for Reducing Academic Procrastination with Achievement Motivation Covariables in Grade VIII Students of Middle School. This research method uses the Experiment method. Respondents in this study amounted to 221 students of class VIII SMPN 1 Tabanan. This study used a pretest-posttest control group design and the sample was taken using a purposive random sampling technique. The data that has been collected was analyzed using one-way Anacova with the SPSS 17.0 application for Windows. The results of data analysis showed that the Behavioral Counseling Approach Self Management Techniques had an effective effect on reducing student academic procrastination after controlling the Variables of Achievement Motivation. This article suggests that teachers can use the Behavioral Counseling Approach to Self Management Techniques to Reduce Student Academic Procrastination. This article suggests that teachers pay more attention to the behavior of students who have tendencies or characteristics of academic procrastination in the application of learning to reduce student academic procrastination in implementing student learning activities to increase their learning motivation.

Student Academic Procrastination That Boils Down to Gadget Addiction: Post-Pandemic Challenges to Solve

The prolonged pandemic conditions experienced by the world forced changes in various aspects of life and unwittingly formed a new "culture" in the world of education that tended to lead to academic procrastination. This study aims to examine the continued impact of procrastination that affects gadget addicts. This study used a quantitative approach with Christian religious high school students acting as research respondents. Data was obtained using random sampling techniques with a total sample of 100 people. Students who were respondents were active students in lectures and at the same time active in using gadgets. The research instrument used is in the form of a questionnaire with a focus on academic procrastination and the potential of gadget addicts. The results of research in the field show that the influence of academic procrastination on gadget addicts is 51.6%.

PENGARUH SELF EFFICACY TERHADAP PROKRASTINASI AKADEMIK PADA SISWA SEKOLAH MENENGAH KEJURUAN NEGERI 1 LIKUPANG BARAT

Academic procrastination is an interesting object of study because it influences many other important variables. Much literature evidence states that self-efficacy is a significant predictor of academic procrastination. This study aims to determine the effect of self-efficacy on academic procrastination in students. This research is a causal correlation type with a quantitative approach. Data on self-efficacy and academic procrastination scales were filled in by 51 subjects out of a total population of 108 students obtained randomly through simple random sampling using the Taro Yamane formula. The descriptive analysis stated that students' self-efficacy was in the high category and academic procrastination was in the low category. The results of the assumption test state that the research data is normal and linear in shape. The results of the simple regression analysis stated that there was a negative and significant effect of the&#x0D; self-efficacy variable on academic procrastination (p=0.000; p&lt;0.05 with a contribution of 58.6%. This means that the higher the self-efficacy, the academic procrastination will decrease and vice versa. It is recommended that research The next section discusses active academic procrastination.&#x0D;

The Role of Self-Regulatory Learning, Religiosity, and Parental Social Support with Student Academic Procrastination in Distance Learning

The Covid-19 pandemic has forced all face-to-face learning processes to be replaced by distance learning methods or online. The impact of distance learning is learning difficulties and decreased motivation that affect task submission. In completing coursework, an attitude that likes to procrastinate is called procrastination. This study aims to examine the relationship of self-regulation in learning, religiosity, parental social support and student academic procrastination. This study uses quantitative methods with non-experiments. The sampling technique used is simple random sampling technique and the subject is 408 college students. The measuring instrument in this study was modified with four scales, namely the Motivated Strategies for Learning Questionnaire (MSLQ), Academic Procrastination Scale (APS), The Centrality of Religiosity Scale (CRS), and Parental Social Support Scale. Data analysis used multiple regression method assisted by SPSS program. The results showed that there was a simultaneous relationship between self-regulation in learning, religiosity and parental social support and student academic procrastination in distance learning. F value of 37,585, R of 0.467 with p = 0.000 ( 0.05). Academic procrastination is influenced by self-regulation in learning, religiosity and parental social support. The contribution of self-regulation in learning to academic procrastination is 17.4%. The contribution of self-regulation in learning to academic procrastination is 17.4%.

ACADEMIC PROCRASTINATION IN STUDENTS AND HOW TO OVERCOME IT

This scientific work aims to determine the description of academic procrastination in students. This scientific work was made using a literature study method that uses the results of existing written works or research by conducting analysis or review to obtain research data. This scientific work examines 11 research journals related to academic procrastination with different subjects and approaches. The results showed that academic procrastination in students was fairly high, with underlying factors such as internal and external factors. Furthermore, the training techniques that can be done are self-management training and cognitive restructuring techniques. The training can be done to reduce the habits that make students academic procrastination.

Motivasi Berprestasi dan Prokrastinasi Akademik pada Peserta didik

Achievement Motivation and Academic Procrastination in Students This study aims to examine the relationship between achievement motivation and academic procrastination in class XI students who study online at SMA Negeri X. This research uses a quantitative method. The sampling technique used was accidental sampling. The scale used is the achievement motivation scale and the academic procrastination scale. Analysis of research data using Pearson Product Moment correlation. The results of data analysis obtained a correlation of -0.826 (r=-0.826) with a significance level of p=0.000 (p&lt;0.01). This shows that there is a very significant negative relationship between achievement motivation and academic procrastination. The effective contribution of the achievement motivation variable to academic procrastination is 68.3%. Based on the results above, it is concluded that there is a relationship between achievement motivation and academic procrastination in students. This means that the higher the achievement motivation, the lower the academic procrastination. Conversely, if the lower the achievement motivation, the higher the academic procrastination of students.

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety

Comparing the Effectiveness of Wells' Meta-cognition Training with Kabat-Zinn's Mindfulness Training on Academic Procrastination of Students with Math Anxiety