Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination (original) (raw)
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SELF-REGULATION OF ACADEMIC PROCRASTINATORS: A MIXED METHODS STUDY
Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has been rarely examined in relation to models of self-regulated learning. Accordingly, the purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective.
Behavioral Sciences
Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses wer...
2019
The purpose of this quantitative mixed design study was to examine academic procrastination and the role of stress, self-efficacy, self-esteem, age, gender and hours worked. The convenience sample of full-and part-time undergraduate students (n=129) selected from different courses, both males (n=59) and females (n=70) aged 18-41+, completed a self-report questionnaire comprising of The General Procrastination Scale (Lay. C, 1986); The Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983); General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Rosenberg Self-Esteem Scale (Rosenberg, 1965). Analyses revealed stress was positively related and self-efficacy negatively related to procrastination. No relationship between self-esteem and procrastination was found. There was a difference between self-esteem across age groups, specifically among the age group 33-41. Findings showed no differences between procrastination, gender and hours worked, or between stress among full-and part-time students. Implications of the current study were discussed along with suggestions for future remediation of procrastination.
The Relationships Between Procrastination and Motivational Aspects of Self-Regulation
JURNAL PSIKOLOGI MALAYSIA, 2016
Many students in Malaysia are affected by procrastination. This study examines the relationship between academic procrastination and the motivational aspects of self-regulation. A sample, consisting of 310 undergraduates from two Universities in Perak, Malaysia, was recruited to complete a modified version of the Procrastination Assessment Scale for Students (PASS) and the Academic Motivation Scale-College (AMS-C 28). Interviews and focus groups were conducted to obtain details of social environments that contributed to students' procrastination in the engagement of academic activities. Results indicated that there was a significant negative correlation between academic procrastination and the intrinsic motivation. A significant positive correlation was found between academic procrastination and extrinsic motivation. The identified motivation style under the extrinsic categories was found to be most frequently used. The findings from qualitative data analysis gave explanations for the quantitative findings. Implication were discussed in the context of Malaysia where students always internalised parents' and society's expectations in their academic careers.
Frontiers in Psychology, 2020
Students' autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior-which may stabilize with age-in which subpar self-regulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people's autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between self-regulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of self-regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of self-regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students' self-regulation profiles. These profiles would inform differentiated pedagogical approaches to promote self-regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic self-regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, Frontiers in Psychology | www.frontiersin.org 1 March 2020 | Volume 11 | Article 354
Examining the Differences in Procrastination Tendencies among University Students
The study explored the differences in procrastination behaviors among the students in terms of gender, academic courses, level of performance and level of academic self-efficacy. Responses were gathered from the 200 college students of Bulacan State University, Philippines. The hypothesized difference in procrastination scores were analyzed using independent samples t-test. Results revealed gender differences in procrastination where male students procrastinate more than the female students. Students with low perceived academic self-efficacy showed significantly higher procrastination scores than those with high self-efficacy. No significant difference in procrastination score was found when students were grouped according to type of academic course and level of performance.
International journal of health sciences
Procrastination in daily academic tasks is a popular and complex phenomenon that can be influenced by several factors including self-esteem. The current study seeks to explore the relationship between procrastination in daily academic tasks and self-esteem among university students in Jordan. Additionally, the study aims at examining whether the participants’ gender, academic level and academic specialization have significant effects on procrastination in daily academic tasks and self-esteem. Data were collected form 240 university students in Jordan (123 male & 117 female) by administering an online survey. The study adopted a descriptive correlational approach by employing academic procrastination and self-esteem scales. Results of the study reported a low negative relationship between procrastination in daily academic tasks and self-esteem of participants. The participants reported a moderate level of procrastination in daily academic tasks and self-esteem. The level of procrasti...
Academic Procrastination in Higher Education
2015
Academic procrastination has been seen as an impediment to students ' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students ’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic self-efficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediatio...
Procrastination and Self-Concept in More/Less Conscientious Students
Psychological Applications and Trends 2021
Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor's degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.).