Relationship between Achievement Motivation with Academic Procrastination in College Students (original) (raw)
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Achievement Motivation and Academic Procrastination: a Correlation Studies
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This research is based on the phenomenon that found in school, there are many students who carry out academic procrastination. This study examines the correlation about achievement motivation and academic procrastination behavior in students. Correlational design is a type of research that is used, collecting data from 270 students using with questionnaire. Finally will be seen an overview of the level of achievement motivation and academic procrastination, and the relationship of both.
Motivational Achievement Relationship and Procrastination Academic
2019
Research studies on the low motivation of achievement of students towards the high degree of academic procrastination in the course of lectures. The research aims to get a motivational depiction of student study and counseling studies Program and get an overview of student academic procrastination. This research sample is a tutoring and counseling student amounting to 75 people using a random aiming technique. The instrument used is the motivation scale of achievement and academic procrastination. Furthermore, the prerequisite tests include test normality and linierity testing, as well as simple regression analyses. Based on the analysis results obtained an R value of -0.252 which shows the regression coefficient between achievement motivation and students' procrastination with an R-Square value of -0.063. This shows that achievement motivation is negatively related to academic procrastination of 6%. In line with the research results that high achievement motivation can decrease...
The Relationship of Achievement Motivation and Academic Procrastination of Highschool Students
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To get learning outcomes at school or outside school hours, there is a phenomenon where students feel less motivated by various activities and assignments. Feelings of laziness can encourage students to postpone doing their work, so that assignments pile up. Procrastination is called procrastination (Zimmerman, in Alfina, 2014). Procrastination that often occurs in the academic environment is called academic procrastination (Salomon & Rothbulum, 1984). This phenomenon can affect the learning process until student learning outcomes. Academic procrastination can shape dishonest behavior, because students will be encouraged to look for reasons to not do the assignments or postpone them (Basco, 2010). According to Pintrich and Garcia (in Djiwandono, 2006), the existence of motivation will help students focus on learning. This study aims to determine the relationship between achievement motivation and academic procrastination to highschool students. Participants (N = 130) were highschool...
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.
Effect of Achievement Goals in Procrastination Tendencies of College Students
2021
A new academic procrastination framework comprising positive procrastination, negative procrastination, and non-procrastination was tested in this study. Achievement goals were construed as antecedents of the different dilatory behaviors while academic achievement of students served as the consequence. One thousand one hundred fifty three junior and senior undergraduate students from a government university in Eastern Visayas participated in this study. Path analysis was utilized to determine relationship between exogenous and endogenous variables and to establish the overall fit of the model. As hypothesized, positive procrastination and nonprocrastination positively predicted academic achievement while negative procrastination had negative effect on student performance. Specific achievement goal predicted specific procrastination tendency. Academic implications were discussed. KeywordsAchievement goals, positive and negative procrastinations INTRODUCTION Academic procrastination i...
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...
RESEARCH REVIEW International Journal of Multidisciplinary, 2023
Today, academic procrastination is a prevalent issue that negatively impacts students' academic performance and well-being. This paper presents a correlational study aimed at exploring the relationship between academic procrastination and academic satisfaction among college students. The research included 800 college students from various Government degree colleges in the Kashmir Division, representing different genders and academic streams. The participants were chosen using the method of stratified random sampling. The data were analyzed using correlation analysis to examine the associations between these variables. This study utilized an Academic Procrastination Scale by Gupta and Bashir (2018) and a self-constructed Academic Satisfaction questionnaire, administered ethically in a real classroom setting. The data were analyzed using descriptive & inferential statistics, and correlation analysis to examine the associations between the two constructs. These techniques were performed using SPSS version 26 to thoroughly examine the dataset. Finally, the findings show that there are significant differences between gender and academic streams when it comes to academic procrastination and academic satisfaction among college students. This means that male and female students, as well as students in different academic streams (i.e., arts, science and others), experience varying levels of procrastination and satisfaction with their academic performance. Moreover, this study aims to provide valuable insights for educators, counselors, and administrators in developing targeted interventions to promote productive academic behaviors and enhance student satisfaction with their educational experiences.
Index Developing and Modelling the Factors of Academic Procrastination among University Students
Malaysian Journal of Social Sciences and Humanities (MJSSH)
Procrastination is a very common and becomes a problem among students nowadays. Procrastination will give the negative effect on the learning style of students, resulting in their low achievements in performing tasks and examination of maybe it will cause failure in the examinations, resulting in anxiety and also depression next lowering in their morale. This study aims to develop an index of procrastination and to model the factors of procrastination among university students. The factors that have been considered in this study are self-esteem, lack of motivation, overconfidence and social problems. The sample of 203 students of year 1 and year 3 had been selected using the stratified sampling. In developing the index, the weightage is very important. The index developed has been categorized into 4 categories, Low Academic Procrastination (0.24 and below), Average Academic Procrastination (0.25 to 0.50), Above Average Academic Procrastination (0.51 to 0.75) and High Academic Procra...
Procrastination of University Students in the context of Personality and Academic Motivation
Človek a spoločnosť
Background: Procrastination can be understood as an excessive mismatch between the original intention and the resulting action, i.e., the gap between commitment and completion of a task greatly exceeds the amount of time required for successful completion of a given task (Bujnovská & Greifová, 2022). Objective: The aim of this paper is to analyse the relationship between procrastination, personality traits and motivation in university students. Method: Personality traits were measured using the BFI-2 S (Kohút et al., 2020). The Procrastination Scale (Gabrhelík, 2006; Lay, 1986) was used to measure procrastination and the Academic Motivation Scale-AMS-C 28 (Vallerand et al., 1989) was used to measure academic motivation. Result: In terms of personality traits, differences between types of procrastinators (mild, moderate, severe) were demonstrated in conscientiousness, openness, and agreeableness. In statistical analyses, we found that higher levels of procrastination were related to: a) lower levels of conscientiousness, openness and agreeableness; b) higher levels of amotivation. Conscientiousness was a significant predictor of procrastination. Discussion: The contribution of this research could be mainly focused on education, since this is where procrastination needs to be eliminated, which will improve not only students' performance but also their overall self-image.