Academic Procrastination and Self-Motivation Practices Among First-Year College Education Students in an Online Learning Modality (original) (raw)
Related papers
Academic procrastination among online students. Validation of a questionnaire
Apertura, 2019
The objective of this study was to validate a questionnaire based on the Academic Procrastination Scale (EPA), consisting of 16 items, to which six more were added related to internet interactions during the development of academic activities. The research was quantitative, descriptive, non-experimental and cross-sectional; using a questionnaire with a Likert-type scale, it was applied to 746 students from all the undergraduate education programs who study online courses at a public university in Tabasco, Mexico. The statistical analysis revealed that in the context of the study, the bifactorial structure of EPA (academic self-regulation and procrastination) was confirmed, nine items of the EPA scale were discarded and five procrastination and internet items, which were designed for research, were validated.
Academic Procrastination of College Students
Jurnal Muara Ilmu Ekonomi dan Bisnis
Penundaan atau prokastinasi dapat diartikan sebagai kecenderungan menunda pengerjaan atau penyelesaian suatu tugas atau aktifitas. Ada banyak factor yang empengaruhi penundaan akademik seperti kecanduan internet, self – efficacy, manajemen waktu, motivasi dan stress. Salah satu dampak dari penundaan akademik adalah hasil akademik. Tujuan dari penelitian ini adalah untuk menganalisa factor yang mempengaruhi academic procrastination diantara mahasiswa di wilayah Cikarang – Bekasi. Peneliti menganalisa data yang didapatkan dari hasil 139 mahasiswa yang telah mengisi kuesioner menggunakan metode analisis jalur – PLS. Sampel yang digunakan dalam penelitian ini adalah mahasiswa angkatan 2016 – 2019. Hasil dari penelitian ini menunjukkan bahwa sebagian besar hipotesis yang diajukan diterima. Beberapa hipotesis menyatakan bahwa kecanduan internet tidak memiliki dampak yang signifikan terhadap manajemen waktu, kecanduan internet tidak memiliki dampak yang signifikan terhadap academic procras...
Procedia - Social and Behavioral Sciences, 2014
The behavior of academic procrastination is quite common among students. Students can not show their real performances in learning processes and they fail because of procrastination behaviors. Determining the reasons of this behavior can decrease students' behaviors and help them show their performances. In this context, the goal of this research is to determine how the variables of self-regulation, self-efficacy, life satisfaction, hope and other descriptive variables, which are mentioned in the related literature about academic procrastination, explain academic procrastination behavior in the regression model. Descriptive survey model and availability sampling model are used in order to reach this goal. In the research, "Aitken Academic Procrastination Scale", "Emotional Literacy Scale", "Academic Self-Efficacy Scale", "the Satisfaction with Life Scale", "Hope Scale" and "Information Form" are used in order to gather data. Correlation and hierarchical regression analysis are used in order to analyze the obtained data. At the end of the research, it is found that the regression model predicts academic procrastination. When the results of the research are analyzed, it is seen that the variables that make the highest original contribution to the model are respectively; academic success mean, self-regulation and life satisfaction. When the results of the research are analyzed, it is seen that academic success mean variable, which entered the model in the first step, predicts academic procrastination negatively and meaningfully.
Student academic procrastination in online and offline learning
Technium Social Sciences Journal, 2024
Students after attending offline lectures stated that they understood the lecture material better and it was more fun. The purpose of this study is to determine the academic procrastination of students in both offline and online learning, the level of academic procrastination of students, differences in academic procrastination in learning, factors that influence academic procrastination, and the magnitude of the influence of each factor forming it. The analysis technique used is Confirmatory Factor Analysis (CFA) with the Structural Equation Model (SEM) model. ANOVA analysis was used to determine the difference between online and offline learning on self-perception, self-efficacy, self-resilience, and academic procrastination. The results of this study show that there are differences in self-perception, self-efficacy, selfresilience, and academic procrastination owned by students for online and offline learning. Offline learning is considered better for students as evidenced by the fact that when compared to both learning systems (online and offline), offline learning has higher self-perception, selfefficacy, self-resilience, and academic procrastination than online learning.
Social Media User Students’ Academic Procrastination
2018
This study aimed to find out the relationship between students’ academic procrastination with the intensity of social media use. This study employed quantitative approach with correlational design. The subject of the study was 419 students of the State University of Semarang from various faculties, they were selected by using random sampling technique. The data collection instrument of the study were social media use scale and academic procrastination scale. The data were analyzed using product moment. The result of the study showed coefficient correlation (r) of -0.344 and p = 0.000 (p < 0.05). This means that there is positive and significant relationship between academic procrastination and social media use intensity. The higher the academic procrastination, the higher the intensity of social media use, and vice versa. The result of the study can provide contribution to the school counselor as a prediction and initial data before providing guidance and counseling service on ac...
Year two: Effect of procrastination on academic performance of undergraduate online students
2020
Procrastination presents problems not only for undergraduate students, but also for undergraduate faculty, and the effects of student procrastination on academic performance is a joint concern. This two-year follow up study seeks to better understand the relationship between academic performance and the actual time of submission of assignments relative to the deadline imposed on those submissions. The authors investigated the effect of academic assignment submission time and the academic grades earned before, on, and after the assignment submission deadline. These results continue to suggest that the earlier assignments are submitted, the higher the grades tend to be. Therefore, online faculty need to encourage undergraduate online students to develop a better understanding of the potential benefits of adopting the habit of earlier submission of assignments.
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...
Academic Procrastination among Male and Female University and College Students
2014
The present research is aimed to investigate the academic procrastination among male and female university and college students. Effect of some demographic variables like gender, age and education were also explored. Sample consisted of 200 students (100 college students and 100 university students) from different colleges and universities of Islamabad. Their age ranged between 16 to 27 years. Tuckman Procrastination Scale (TPS) (Tuckman, 1991) was used to collect data. Results indicate significant difference on demographic variables of age, gender and education. Specifically, a significant difference is found among males and females on academic procrastination. The results further show that college students tend to procrastinate more than university students. Moreover, there is a significant difference found on academic procrastination between students of age below and above 20 years.
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.
Procrastination in University Students: A Proposal of a Theoretical Model
Behavioral Sciences
Procrastination is a phenomenon that affects university students and consists of not finishing a task or finishing it late, which has a direct impact on their academic performance. This is relevant because, in a context of high competition, higher education institutions and their decision-makers need to be aware of the factors that influence university students’ procrastination in order to implement actions that favor student attraction and retention. Based on the above, this research aims to propose a theoretical model of procrastination in university students, based on the literature review and content validation assessment through a semi-structured questionnaire. The proposed model is made up of nine dimensions: Psychological, Physiological, Social, Academic, Leisure, Time Management, Resources, Labor, and Environmental. Dimensions were obtained based on adequate levels of content validity provided by the literature and the questionnaire. In the future, the research proposes to s...