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The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive - Compulsive and five factor personality traits

Authors:
Mücahit Kağan at Erzincan University
Mücahit Kağan
Osman Çakır
Osman Çakır
Osman Çakır
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Tahsin Ilhan at Tokat Gaziosmanpaşa Üniversitesi
Tahsin Ilhan
Mehmet Kandemir at Kırıkkale University
Mehmet Kandemir
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Abstract

The procrastination behaviour which is known as delaying the responsible behaviours that individuals have to carry out has many different dimensions. One of them is adjourning to take into action for academic tasks which are subjectively important to perform or it is the academic procrastination which can be defined as the habit of adjourning and which is very common among students. Due to the procrastination behaviour of students, they cannot use their actual performances in learning process and therefore fail. The understanding of the procrastination behaviours of students affecting their learning process facilitates their skills to cope with academic procrastination behaviour. In this context, academic procrastination is considered to be associated with perfectionism, obsessive – compulsive and five factor personal traits and the academic procrastination behaviours will be tried to be explained in the present research. The research group was comprised of 265 students from different universities, departments and classes. In the present research, in order to determine the tendency to academic procrastination of the students, the “Aitken Academic Procrastination Scale” developed by Aitken (1982) and adapted into Turkish by Balkıs (2007); in order to determine their tendency to perfectionism, “Multidimensional Perfectionism Scale” developed by Frost, Marten, Lahart and Rosenblate (1990) and adapted into Turkish by Özbay and Mısırlı – Taşdemir (2003); in order to determine their obsessive – compulsive personal traits, the “Padua Inventory” developed by Sanavio (1988) and adapted into Turkish by Beşiroğlu (2005); and in order to determine the five factor personal traits of the students, “Five Factor Model Personality Scale” developed by Bacanlı, İlhan and Arslan (2007) were used. The data collected in the present research will be tested using the path model. As a result of the analysis, it was determined that perfectionism, obsessive- compulsive and five factor personality traits are important variables that explain the academic procrastination behaviour.
Available via license: CC BY-NC-ND 3.0
Content may be subject to copyright.
1877-0428 © 2010 Published by Elsevier Ltd.
doi:10.1016/j.sbspro.2010.03.292
Procedia Social and Behavioral Sciences 2 (2010) 2121–2125
A
vailable online at www.sciencedirect.com
The explanation of the academic procrastination behaviour of
university students with perfectionism, obsessive – compulsive and
five factor personality traits
Mücahit Ka÷ana*, Osman ÇakÕrb, Tahsin ølhanC, Mehmet Kandemirb
aAnkara Üniversitesi, E÷itim Bilimleri Fakültesi, Ankara, 06590, Türkiye
bGazi Üniversitesi, Gazi E÷itim Fakültesi, Ankara, 06590, Türkiye
cGaziosmanpaúaÜniversitesi. E÷itim fakültesi, Tokat, 60150, Türkiye
Received October 16, 2009; revised December 25, 2009; accepted January 8, 2010
Abstract
The procrastination behaviour which is known as delaying the responsible behaviours that individuals have to carry out has many
different dimensions. One of them is adjourning to take into action for academic tasks which are subjectively important to
perform or it is the academic procrastination which can be defined as the habit of adjourning and which is very common among
students. Due to the procrastination behaviour of students, they cannot use their actual performances in learning process and
therefore fail. The understanding of the procrastination behaviours of students affecting their learning process facilitates their
skills to cope with academic procrastination behaviour. In this context, academic procrastination is considered to be associated
with perfectionism, obsessive – compulsive and five factor personal traits and the academic procrastination behaviours will be
tried to be explained in the present research. The research group was comprised of 265 students from different universities,
departments and classes. In the present research, in order to determine the tendency to academic procrastination of the students,
the “Aitken Academic Procrastination Scale” developed by Aitken (1982) and adapted into Turkish by BalkÕs (2007); in order to
determine their tendency to perfectionism, “Multidimensional Perfectionism Scale” developed by Frost, Marten, Lahart and
Rosenblate (1990) and adapted into Turkish by Özbay and MÕsÕrlÕ – Taúdemir (2003); in order to determine their obsessive –
compulsive personal traits, the “Padua Inventory” developed by Sanavio (1988) and adapted into Turkish by Beúiro÷lu (2005);
and in order to determine the five factor personal traits of the students, “Five Factor Model Personality Scale” developed by
BacanlÕ,ølhan and Arslan (2007) were used. The data collected in the present research will be tested using the path model. As a
result of the analysis, it was determined that perfectionism, obsessive- compulsive and five factor personality traits are important
variables that explain the academic procrastination behaviour.
Keywords: Academic procrastination; perfectionism; obsessive-compulsive; five factor personality.
1. Introduction
Every person procrastinates in carrying out some of the responsibilities and tasks in their life. Some delay
payments or appointments while some others delay housework, assignments, homework or preparing for
examinations. Such procrastinated behaviors affect the individuals in such ways as restless nights, high level of
* Mücahit Ka÷an. Tel.: 05057700036
E-mail address: mkagan24@gmail.com
© 2010 Elsevier Ltd. Open access under CC BY-NC-ND license.
Open access under CC BY-NC-ND license.
2122 Mücahit Kag˘an et al. / Procedia Social and Behavioral Sciences 2 (2010) 2121–2125
stress, regret, and panic, withdrawal due to the lack of time or unsatisfactory fulfillment. Then people promise
themselves not to delay things until the last minute but it happens again. The term “procrastination” corresponds to
“delaying things until the last minute”, “the concept of rush hour”, “delaying” and “postponing” in Turkish culture
and affects many aspects of our lives in a negative way. The concept of procrastination, though having a long
history, has been detailed in academic studies only for the last 15-20 years (Milgram et al, 1998). Characterized with
insufficient behaviors making decision in one or more areas, identifying priorities, programming and adhering to the
program and defined as a way of life which is source of anxiety (Milgram 1991), the behavior of procrastination
affects individuals in differing ways in various areas of life. In researches carried out so far, 4 different types of
postponing thinks were defined. These are academic procrastination (Milgram et al 1998) known as delaying
academic duties (assignment) up to the last minute, daily postponing committed in daily jobs known as having
difficulty in programming repeated life tasks and completing them on time (Lay, 1986; Milgram, 1991; Milgram et
al 1998), postponing decision-making (Janis and Mann, 1977: Gülba÷layan, 2003), and compelling or nonfunctional
postponing behavior known as delaying of both decision-making and fulfilling tasks (Ellis and Knaus, 1977). An
examination of scientific studies regarding procrastination demonstrates that the number of studies regarding
academic procrastination is higher than those in connection with other dimensions. ( 615) Solomon and Rothblum
(1984) describe the tendency of academic procrastination as completing homework, preparing for examinations or
term papers at the last minute. There are many reasons underlying the behavior of procrastination negatively
affecting university life like all other areas of our lives. According to the studies regarding tendency to
procrastination, the reasons were listed as poor time management skills, self-efficacy beliefs, discomfort regarding
tasks, personal characteristics (responsibility, perfectionism, and neurotic tendency, etc), irrational thoughts,
inability to concentrate, fear of failure, inability to orient objectives of success, lowered self-respect, anxiety,
external controlledness, problem-solving skills, unrealistic expectations, and working habits (Alexander and
Onwuegbuzie, 2007; Aydo÷an, 2008; BalkÕs, 2006; ÇakÕcÕ, 2003; Ferrari et al 2007; Howell and Watson, 2007;
Pfeister, 2002; Senecal et al 2003; Watson, 2001). University life is an outstanding period of development when
basic knowledge and attitudes regarding a profession are acquired, and essential achievements regarding personal
characteristics and psycho-social normality are expected to be developed and performed at maturity level at the
same time as in abstract not clear, I tried to rewrite but I am not sure what the writer means. Academic educational
activities refer to intensive activities requiring regular study habits on the basis of the curriculum which includes
elements such as exams, assignments, homework, presentations and practical work (pasted from page 1) To
successfully manage these activities, individuals are supposed to be aware of their responsibilities and make the
necessary effort without postponing. For individuals to be able to cope with academic procrastination and be aware
of academic responsibilities and make an endeavour to this end, the factors affecting academic procrastination need
to be explored within the concept of causality. Among them are the personal traits such as responsibility,
extroversion, perfectionism and obsession. However, there is no study on how these personal traits in total explain
academic procrastination. The present research aimed at testing to which degree the academic procrastination
behaviour of university students can be explained by perfectionism, obsessive – compulsive and five factor personal
traits.
2. Method
2.1. Research Group
In order to test the related model aimed at explaining the academic procrastination behaviour of university
students with perfectionism, obsessive – compulsive and five factor personal traits, 265 students from different
universities, departments and classes were chosen and the research group was established.
2.2. Data Collection Tools
In the present research, in order to determine the students’ tendency to academic procrastination, the “Aitken
Academic Procrastination Scale” developed by Aitken and adapted into Turkish by BalkÕs; in order to determine
their tendency to perfectionism, “Multidimensional Perfectionism Scale” developed by Frost, Marten, Lahart and
Rosenblate (1990) and adapted into Turkish by Özbay and MÕsÕrlÕ - Taúdemir; in order to determine their obsessive
– compulsive personal traits, the “Padua Inventory” developed by Sanavio and adapted into Turkish by Beúiro÷lu;
Mücahit Kag˘an et al. / Procedia Social and Behavioral Sciences 2 (2010) 2121–2125 2123
and in order to determine the five factor personal traits of the students, the “Five Factor Model Personality Scale”
developed by BacanlÕ,ølhan and Arslan were used.
3. Findings and Comments
The findings and comments of the analysis which was performed in order to test the related model aimed at
explaining the academic procrastination behaviour of university students with perfectionism, obsessive –
compulsive and five factor personal traits were given place in this part.
Table 1: Inter-correlation Coefficients of the Variables Shown in the Model
1 2 3 4 5 6 7
1. Academic Procrastination 1
2. Extroversion -,293** 1
3. Responsibility -,406** ,584** 1
4. Order -,282** ,319** ,489** 1
5. Criticizing Family ,254** -,077 -,080 -,130* 1
6. Contemplation ,160* -,103 ,018 ,008 ,369** 1
7. Tendency to Control -,010 ,060 ,246** ,261** ,281** ,593** 1
N= 265, **p< ..001, *p .05
When Table 1 is analysed, it is seen that Academic procrastination is significantly associated with extroversion,
responsibility, personal traits and “order” sub-dimension of perfectionism in a negative way. When literature is
examined, it is seen that the results obtained in the present research are supported. (McCown, Petzel, and Rupert.,
1987; Ferrari, 1992; Martin et al., 1996; Lay, Kovacs and Danto, 1998; Lee et al., 2006 ; Johnson and Bloom, 1995;
Moon and Illingworth, 2005; Watson, 2001) On the other hand, it is seen that academic procrastination is
significantly associated with “criticizing one’s family” sub-dimension of perfectionism and the “contemplation”
sub-dimension of obsessivity in a positive way. No statistically significant relationship was found between the
“tendency to control” sub-dimension of obsessivity and academic procrastination. In the conceptual model which
was suggested in order to explain academic procrastination behaviour, personal traits (extroversion and
responsibility), perfectionism (order and criticizing one’s family) and obsessive thought (contemplation and
controlling) are exogen variables. In order to test the suggested conceptual model, a path analysis was performed
and the data related to the coefficients of concordance of the model are given in Table 2.
Table 2: The coefficients of Concordance of the Final Model
Chi-Square/Freedom Degree (X2 /sd) 1.11
Square root of the Estimation Error Average of Squares (RMSEA) .021
Normified Fit Index (NFI) .98
Comparative Fit Index (CFI) 1.00
Goodness of Fit Index (GFI) .99
Adjusted Goodness of Fit Index (AGFI) .97
It is seen that the obtained coefficients of concordance related to the final model are above the accepted level.
That Chi-Square result is 0-5, RMSEA is below .05, NFI, CFI, GFI and AGFI are above .90 shows that the model
fits at a high level. The finding related to the direct, indirect and total effects of the independent variables in the
model on academic procrastination behaviour are given below.
2124 Mücahit Kag˘an et al. / Procedia Social and Behavioral Sciences 2 (2010) 2121–2125
Figure 2: Final Model
The two sub-dimensions (order and criticizing one’s family) of extroversion and perfectionism which are the
personal traits suggested in the conceptual model did not predict academic procrastination in a statistically
significant way. When literature is analyzed, it is seen that this result obtained in the present research is not
supported. As a result of the present research, while it is seen that there is a statistically significant relationship
between extroversion, one’s critical perceiving his family and academic procrastination, when these two variables
enter in the model, the result of the research can be interpreted as that other variables contributed the model more.
The strongest predictors of academic procrastination are the responsibility from personal traits (ȕ= -.32) and the
contemplation which is the sub-dimension of obsessive thought (ȕ= .18). It is seen that this result obtained between
Mücahit Kag˘an et al. / Procedia Social and Behavioral Sciences 2 (2010) 2121–2125 2125
responsibility and academic procrastination is supported by literature (Johnson and Bloom, 1995; Lee et al., 2006).
No result was obtained in the present research, which supports or does not support the result that the contemplation
obsession trait predicts academic procrastination. The result can be interpreted as one’s always lost in thought
obstruct him to deal with his academic tasks and therefore he procrastinate his tasks.
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Akademik erteleme davranışları, öğrencilerin akademik hayatlarında birtakım olumsuzluklara neden olabilmektedir. Öğrencilerin yaşadıkları algılanan stres düzeyleri hem akademik erteleme davranışına neden olabilmekte hem de akademik erteleme davranışı sonucunda meydana gelebilmektedir. Bu sebeple araştırmada, üniversite öğrencilerinin akademik erteleme davranışları ile algılanan stres düzeyleri arasındaki ilişkiyi incelemek amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 Akademik yılı güz döneminde Ege bölgesinde bir üniversitede öğrenimine devam eden basit tesadüfi örnekleme yöntemi ile seçilen 357 öğrenci oluşturmaktadır. Araştırma verileri, araştırmacının hazırladığı kişisel bilgi formu, üniversite öğrencilerinin algılanan stres düzeylerini belirlemek için “Algılanan Stres Düzeyi Ölçeği” ve akademik erteleme davranışlarını tespit etmek “Akademik Erteleme Ölçeği” aracılığıyla toplanmıştır. Toplanan veriler, betimsel istatistikler (frekans, yüzde, standart sapma, ortalama) ile analiz edilmiş olup ayrıca t-testi, tek yönlü varyans, Post Hoc (Scheffe) testi, Pearson korelasyon ve regresyon analizleri yapılmıştır. Elde edilen bulgulara göre öğrencilerin akademik erteleme düzeyleri cinsiyete, yaşa ve sınıf düzeyine göre anlamlı farklılık göstermemekte, öğrenim kademesinde anlamlı farklılık göstermektedir. Bu farkın ön lisans-lisans ve önlisans-lisansüstü grupları arasında olduğu belirlenmiştir. Öğrencilerin algılanan stres düzeyleri arasında cinsiyet gruplarında anlamlı farklılık bulunmakta iken; yaş ve öğrenim kademesinde anlamlı farklılık bulunmamıştır. Üniversite öğrencilerinin akademik erteleme düzeyleri ile algılanan stres düzeyleri arasında pozitif yönlü olarak düşük düzeyde bir ilişki olduğu saptanmıştır. Bu ilişkinin cinsiyet, sınıf, yaş ve kademe gruplarının bazı değişkenlerinde anlamlı olduğu saptanmıştır. Ayrıca öğrencilerin akademik erteleme davranışlarının, algılanan stres düzeyleri üzerinde anlamlı bir yordayıcısı olduğu bulunmuştur.
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Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students
Article
Full-text available
  • Jun 2023
Academic procrastination has always posed a challenge in both offline and online learning environments. In order to mitigate delays in academic assignments, students need to adopt positive attitudes towards their academic life and actively regulate their learning process. Therefore, this study aimed to investigate the mediating role of self-regulated learning in the relationship between psychological capital and academic procrastination among college students. The study utilized the Academic Psychological Capital Questionnaire-12, the Motivated Strategies for Learning Questionnaire, and the Academic Procrastination Scale. Based on a sample of 207 college students from Indonesia, we revealed that self-regulated learning fully mediated the link between psychological capital and academic procrastination. Moreover, further analysis indicated that the method of learning could differentiate levels of academic procrastination, while no significant difference was observed based on gender. This study offers valuable insights to students, lecturers, and other stakeholders in the field of education, emphasizing the significance of psychological capital and self-regulated learning in students' academic journey.
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The prediction of academic procrastination based on the power of time management variables, belief, self-esteem among female students of Payame Noor University of Damghan
Article
Full-text available
  • May 2020
Educational procrastination is able to inhibit learning process and reduce academic achievement. Therefore, the purpose of this study was to predict academic procrastination based on time management, belief, and self esteem variables at Payame Noor University of Damghan. A total of 204 undergraduate undergraduate students who participated in scientific research were selected from 621 students studying in the academic year of 2017-2018. This research is descriptive and correlational. Data were collected by Educational Inventory Questionnaire (Solomon and Rothblum, 1984), Self-esteem Questionnaire (Cooper Smith, 1967), IQI Questionnaire (Babaie, 1377), Time Management Questionnaire (TMQ) (Britton and Tesser, 1991). The results were used to test the hypotheses and confirm or reject them from multiple regression statistics. Results showed that time management and self-esteem have a reciprocal effect on academic proclivity in students (p<0.01). There is also no significant relationship between academic procrastination with entity intelligence belief, but this variable has an inverse relationship with incremental intelligence belief (p<0.01).
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Academic procrastination: Frequency and cognitive-behavioral correlates
Article
Full-text available
  • Jan 1984
  • J COUNS PSYCHOL
Investigated the frequency of 342 college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of Ss reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes Ss took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination Ss listed in a procrastination assessment scale indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of Ss endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of Ss reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor correlated significantly with depression, irrational cognitions, low self-esteem, and delayed study behavior. Results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components. (16 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Examining the Self of Chronic Procrastinators: Actual, Ought, and Undesired Attributes
Article
Full-text available
  • Jun 2007
Little is known on how chronic procrastinators perceive their self-identity. In the present study, chronic procrastinators (n = 36) and non-procrastinators (n 32) sorted cards of self-concept and self-presentation attributes into actual, ought, and undesired selves. Procrastinators compared to non-procrastinators had greater actual-ought, actual-undesired, and ought-undesired discrepancies. Results indicated that procrastinators held negative attributes of their self-concept and self-presentational characteristics.
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Academic procrastination: Frequency and cognitive-behavioral correlates
Article
Full-text available
  • Oct 1984
Investigated the frequency of 342 college students' procrastination on academic tasks and the reasons for procrastination behavior. A high percentage of Ss reported problems with procrastination on several specific academic tasks. Self-reported procrastination was positively correlated with the number of self-paced quizzes Ss took late in the semester and with participation in an experimental session offered late in the semester. A factor analysis of the reasons for procrastination Ss listed in a procrastination assessment scale indicated that the factors Fear of Failure and Aversiveness of the Task accounted for most of the variance. A small but very homogeneous group of Ss endorsed items on the Fear of Failure factor that correlated significantly with self-report measures of depression, irrational cognitions, low self-esteem, delayed study behavior, anxiety, and lack of assertion. A larger and relatively heterogeneous group of Ss reported procrastinating as a result of aversiveness of the task. The Aversiveness of the Task factor correlated significantly with depression, irrational cognitions, low self-esteem, and delayed study behavior. Results indicate that procrastination is not solely a deficit in study habits or time management, but involves a complex interaction of behavioral, cognitive, and affective components. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Procrastination and the Five-Factor model: a facet level analysis
Article
  • Jan 2001
  • PERS INDIV DIFFER
Procrastination has been viewed both as a single trait dimension and as a complex trait composed of several component antecedents. The aim of this study was to investigate some of the antecedents of procrastination (fear of failure, aversiveness of task, risk taking, rebellion against control, dependency, and difficulty making decisions) in terms of the five factors of personality (Neuroticism, Extraversion, Agreeableness, Openness and Conscientiousness). The participants consisted of 349 university students who completed the Revised NEO Personality Inventory and the Procrastination Assessment Scale for students. Total procrastination was related to both the low conscientiousness facets (competence, order, dutifulness, achievement striving, self-discipline, deliberation) and the neuroticism facets (anxiety, depression, self-consciousness, impulsiveness, vulnerability). When the procrastination antecedents were considered, task aversiveness had a strong relationship to both low conscientiousness and neuroticism. Fear of failure, difficulty making decisions, and dependency had a smaller relationship to several of the conscientiousness and neuroticism facets. In addition, risk-taking was negatively related to agreeableness and the fantasy facet of openness to experience was related to total procrastination.
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Academic procrastination and statistics anxiety
Article
  • Feb 2004
Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. Moreover, it is possible that, once enrolled in these courses, students with high levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this study was: (a) to examine the prevalence of procrastination among graduate students, and (b) to investigate the relationship between academic procrastination and six dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three sections of a required introductory-level educational research course at a university in the southeastern part of the USA. Findings revealed that a high percentage of students reported problems with procrastination on writing term papers, studying for examinations, and completing weekly reading assignments. A canonical correlation analysis (Rc1=.51) revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. Implications for statistics anxiety reduction as a procrastination intervention are discussed.
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Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination
Article
  • Jan 2005
  • PERS INDIV DIFFER
A growing body of research suggests that academic procrastination is a dynamic behavior that follows a curvilinear trajectory over time. In this research, we examined whether there are inter-individual differences in this trajectory, the extent to which these differences can be predicted by other variables, and the relationship between temporal changes in procrastination and academic outcomes. We collected multi-wave data from 303 students regarding their actual procrastination behavior and test performance during an academic semester, as well as single measurements of their self-reported levels of trait procrastination, conscientiousness, and neuroticism. Using latent growth curve modeling, we found that high and low procrastinators followed the same trajectory over time, that the self-report measures did not predict temporal changes in procrastination and test performance, and that procrastination behavior was negatively related to test performance throughout the semester. The implications of these findings for trait-based theories of procrastination, and the measurement of procrastination in general, are discussed.
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Role conflict and academic procrastination: A self‐determination perspective
Article
  • Jan 2003
  • EUR J SOC PSYCHOL
The purpose of the present study was to propose and test a model of role conflict and academic procrastination. This model posits that non-self-determined motivations toward school and interpersonal relationships are positively related to role conflict between these two life domains. In turn, role conflict between school and interpersonal relationships is expected to be positively related to academic procrastination. Participants were 292 university students. Results from structural equation modeling supported the model. It thus appears that self-determination and role conflict are important to foster our understanding of academic procrastination. Theoretical implications of the findings are discussed. Copyright © 2002 John Wiley & Sons, Ltd.
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