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Correlates and Consequences of Behavioral Procrastination: The Effects of Academic Procrastination, Self-Consciousness, Self-Esteem and Self-Handicapping
Abstract
Two studies assessed self-consciousness and self-handicapping predictors of academic procrastination and the impact of this behavior on exam performance of undergraduates. In Exp 1, 411 high dispositional self-handicappers and procrastinators studied less, delayed more on exam preparation, and scored lower on course exams. In Exp 2, 169 high-dispositional self-handicapping and high self-esteem led to delays in exam preparation. The detrimental effects of procrastination varied as a function of lecture attendance and cognitive ability. In both studies, academic procrastination and self-handicapping were highly correlated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Academic procrastination is a common and problematic behaviour among university students [15]. Most of the students delay their assignments and exam preparations. ...
... Therefore, procrastination is a consequence of low self-esteem. Several studies support this negative relationship and find that there is a negative relationship between procrastination and self-esteem [15,19,35,79,102]. Therefore, we establish the hypotheses as follows: H1: Self-esteem has a negative effect on Instagram addiction. ...
... Students with lower self-esteem tend to procrastinate their academic tasks more. This is in accordance with the result of the studies [15,35,79]. ...
With the increasing use of social media, social media addiction has rapidly become a widespread problem that affects the well-being and performance of university students. Instagram is one of the most popular social media platforms among young people and it has specific features leading to problematic and addictive use. This study aims to explore the effects of self-esteem, procrastination, and Instagram addiction on the academic performance of university students. Therefore, the direct and indirect relationships between self-esteem, Instagram addiction, procrastination, and academic performance were investigated. A survey study was conducted with 378 university students from Turkey by using structural equation modelling. The results show that Instagram addiction has a significant effect on procrastination, while it has no significant effect on academic performance. Nevertheless, the relationship between Instagram addiction and academic performance is mediated by procrastination. Furthermore, the results show that self-esteem has a direct significant effect on Instagram addiction and procrastination, whereas it has an indirect effect on academic performance mediated by procrastination.
... Different from research in the first area, this area of studies ensures that there is an alignment between tasks postponed and performances. For instance, Beck et al. (2000) defined academic delay as the percent of time studied in the 24 h prior to the second exam in the course, and academic achievement was defined as students' performance on that exam. Therefore, the delay indicator and achievement were measured at the same grain size. ...
... This correlation became even more irregular between delay in one instance and assignment scores in other instances. These findings align with the inconsistent findings observed among studies on the validity of a single delay episode (Beck et al., 2000;Hensley, 2014;Kimbrough et al., 2021;Lim, 2016;McElroy & Lubich, 2013, 2013, 2013. Therefore, relying on a single episode of academic delay and overlooking the multifaceted nature of academic delay seems limited in telling the whole story on the association between academic delay and academic achievement. ...
... Sus estrategias de aprendizaje suelen ser poco reflexivas o profundas y se orientan motivacionalmente hacia la aprobación (el resultado) más que a la adquisición significativa de conocimientos (maestría). Muestran labilidad atencional, escasa inhibición de las respuestas ante estímulos distractores (Beck, et al, 2000;Barutçu Yıldırım & Demir, 2019;Zeidner 2007). ...
... Finalmente, la procrastinación y la ansiedad de evaluación deben conceptualizarse como parte de un proceso común, donde las estrategias de evitación del afecto negativo asociado con actividades o situaciones percibidas como aversivas juega un rol clave, para el mantenimiento de las dificultades (Beck, et al, 2000;Barutçu Yıldırım & Demir, 2019. c. ...
... A meta-analytic study by Steel (2007) examined the relations between self-esteem and procrastination (33 studies, N = 5748) and found a significant correlation between self-esteem and procrastination. In sum, self-esteem is considered a key correlational variable related to academic procrastination in terms of individual internal characteristics (Beck et al., 2000). Exploring the internal relation between self-esteem and academic procrastination from the perspective of personality traits is an area of growing interest for researchers. ...
... One explanation for these effects is that procrastination is u s e d by i n d i v i d u a l s w i t h l ow s e l f -e s t e em as a self-handicapping strategy to protect their self-esteem (Tice & Baumeister, 1997). This strategy refers to individuals delaying learning so that they can attribute their academic failure to lack of learning rather than defective intelligence (Beck et al., 2000). Several scholars have explained the effect of self-esteem on academic procrastination from the perspective of maintaining individual self-esteem. ...
Numerous cross-sectional studies have explored the correlations between self-esteem and academic procrastination, but the causal relation of these two crucial variables is still controversial, and their developmental relation over time is also unclear. We used cross-lagged and latent growth models to address these two relations. The results showed that (a) self-esteem was an antecedent of academic procrastination; (b) the self-esteem of the adolescent participants was declining while academic procrastination was gradually increasing; and (c) the initial level of self-esteem negatively predicted the initial level of academic procrastination and positively predicted the upward trend of academic procrastination, whereas the downward trend of self-esteem negatively predicted the upward trend of academic procrastination. These findings shed light on the longitudinal relation between self-esteem and academic procrastination, which could help researchers and educators intervene with adolescents’ academic procrastination from a developmental perspective.
... As the researchers have intended to use Structural Equation Modelling (SEM) method, the minimum sample needed to apply SEM model efficiently in IBM AMOS is 200. So, the researchers have collected 212 samples[18].ProcedureDescriptive statistics, Frequency analysis, Cross tabulation, Normality test and Reliability test-Cronbach's Alpha were done in SPSS version 26 for Windows. IBM AMOS version.19 was used for further Normality, Reliability and Validity test using measure models and Confirmatory Factor Analysis (CFA). ...
... Yuen và Burka (1983) cho rằng vấn đề nằm ở việc chủ thể không có khả năng quản lý thời gian, Solomon và Rothblum (1984) nhấn mạnh về mối quan hệ giữa trì hoãn và nét tính cách lo âu; Fritzsche, Young và Hickson (2003) lại đề cập đến vai trò của tính chất các nhiệm vụ mà chủ thể thực hiện. Bên cạnh đó, cũng có góc nhìn khác về ảnh hưởng của các trải nghiệm không mong muốn từ bên trong chủ thể để đưa đến sự trì hoãn, chẳng hạn như nỗi sợ thất bại (Beck, Koons, & Milgrim, 2000), nỗi sợ trước những đánh giá tiêu cực có thể xảy đến (Bui, 2007). Ngoài ra, Sirois và Pychyl (2013) cũng lập luận rằng sự đình trễ tự ý các nhiệm vụ cần thực hiện cho thấy chủ thể đang thất bại trong khả năng tự điều tiết. ...
Đề tài này tìm hiểu về mối quan hệ giữa tính linh hoạt tâm lý, khả năng điều tiết cảm xúc và khuynh hướng trì hoãn trong học tập của 422 sinh viên tại trường Đại học Công nghệ Thành phố Hồ Chí Minh. Bằng phương pháp nghiên cứu cắt ngang kèm 3 công cụ là thang đo chỉ số linh hoạt tâm lý cá nhân, thang đo các khó khăn trong điều tiết cảm xúc và thang đo trì hoãn trong học tập; chúng tôi đã tiến hành xử lý số liệu thu thập được bằng phần mềm SPSS và tệp lệnh mở rộng PROCESS. Kết quả cho thấy, sinh viên có mức độ linh hoạt tâm lý ở mức tương đối cao, khả năng điều tiết cảm xúc ở mức trung bình đến cao, và có 69,9% sinh viên trì hoãn học tập từ mức trung bình đến rất cao. Sinh viên thuộc các năm học khác nhau thì khả năng chấp nhận trong tính linh hoạt tâm lý, khả năng thấu hiểu và chấp nhận cảm xúc, cùng khả năng điều tiết cảm xúc nói chung cũng khác nhau. Cả linh hoạt tâm lý và điều tiết cảm xúc đều tương quan và có khả năng dự đoán đối với khuynh hướng trì hoãn học tập ở sinh viên. Ngoài ra, trong nghiên cứu này, khả năng điều tiết cảm xúc của sinh viên còn đóng vai trò trung gian trong sự tác động của linh hoạt tâm lý lên trì hoãn học tập. Cuối cùng, dựa trên kết quả của công trình này, chúng tôi đưa ra kiến nghị về ứng dụng các kỹ thuật của liệu pháp chấp nhận – cam kết để cải thiện xu hướng trì hoãn của sinh viên thông qua trực tiếp nâng cao tính linh hoạt tâm lý và gián tiếp thông qua khả năng điều tiết cảm xúc.
... Academic procrastination, is expressed in form of dragging assignment submission till deadlines along with delaying other semester work either individual or group activities (Beck et al., 2000). These delaying tactics not only bring more unease with passing time and things to do keep expanding. ...
Objective: The research aimed to examine the association between procrastination, self-conceptual self-clarity, fear of negative evaluation (FNE) and Grade Point Average (GPA). The research also examined the predictive role of procrastination, and self-conceptual self-clarity on fear of being evaluated among students from Lahore.
Methodology: The current study is quantitative approach and employed correlational research design. University students were recruited through convenient sampling with sample size n=400. The students with age range 18 - 25 years, from both private and public university of Lahore were approached. The standardized assessment measures including: Procrastination Scale, Brief Fear of Negative Evaluation and Self-Concept Clarity Scale were used after adaption and translation of the scales.
Results: Result were computed through Statistical Package for Social Sciences SPSS. After establishing the reliability, the analysis including. Correlational analysis revealed positive association between fear of negative evaluation (FNE) and procrastination. Whereas, inverse association with manifested in FNE self-concept clarity. Hierarchical Regression results indicated that conceptual self-clarity and GPA as negative predictors while procrastination was positive predictor of FNE.
Conclusion: Students with ambiguous self-concept tend to have higher fear of evaluation in academia and procrastinate the task to achieve satisfaction on any given task. Counseling centers can facilitate student with counseling services to work on healthier self-concept concept to achieve academic goals.
... Both the conflict theory (Mann et al., 1997) and the terror management theory (TMT) (Greenberg et al., 1986) consider selfesteem to be a central psychological factor influencing various human behaviors (Pyszczynski et al., 2004). And a large body of research has shown that self-esteem has a broad and profound effect on both procrastination and decision-making (Solomon and Rothblum, 1984;Ferrari, 1994;Beck et al., 2000;Ferrari, 2000;Deniz, 2006;Anthony et al., 2007;Farčić et al., 2020). Therefore, the mediating role of selfesteem in the relationship between the PHG and decisional procrastination may be enabled by its role in the domains of procrastination and decision-making. ...
When faced with a conflict or dilemma, we tend to postpone or even avoid making a decision. This phenomenon is known as decisional procrastination. Here, we investigated the neural correlates of this phenomenon, in particular the parahippocampal gyrus (PHG) that has previously been identified in procrastination studies. In this study, we applied an individual difference approach to evaluate participants’ spontaneous neural activity in the PHG and their decisional procrastination levels, assessed outside the fMRI scanner. We discovered that the fractional amplitude of low-frequency fluctuations (fALFF) in the caudal PHG (cPHG) could predict participants’ level of decisional procrastination, as measured by the avoidant decision-making style. Importantly, participants’ self-esteem mediated the relationship between the cPHG and decisional procrastination, suggesting that individuals with higher levels of spontaneous activity in the cPHG are likely to have higher levels of self-esteem and thus be more likely to make decisions on time. In short, our study broadens the PHG’s known role in procrastination by demonstrating its link with decisional procrastination and the mediating influence of self-esteem, underscoring the need for further exploration of this mediation mechanism.
... As a tendency to delay intended activities voluntarily regardless of the expected negative consequence (Steel, 2007), procrastination affects approximately 20-25 % of adults (Ferrari et al., 2007). The prevalence of procrastination is concerning given its association with a wide array of outcomes, including greater psychological distress (Sirois & Pychyl, 2013), greater self-handicapping behavior (Beck et al., 2000), and a lower tendancy to be mindful (Cheung & Ng, 2019). Indeed, procrastination and self-regulation are closely related (Sirois & Pychyl, 2013;Steel, 2007;Tice & Bratslavsky, 2000), as procrastination sometimes occurs when people prioritize mood regulation over long-term goals (Tice & Bratslavsky, 2000). ...
... İlgili literatür incelendiğinde akademik erteleme davranışının nedenlerine dair pek çok araştırma bulgusu ile karşılaşılmaktadır. Gerçekleştirilen çalışmalar sonucunda akademik erteleme davranışı ile; anne ve/veya baba sıkı denetimi (Ulukaya ve Bilge, 2014), özsaygı (Beck, Koons ve Milgrim, 2000;Ferrari, 2000;Hannok, 2011;Kandemir, 2010), sorumluluk sahibi olma (Johnson ve Bloom, 1995;Bulut, 2014;Özer ve Altun, 2011;McCown, Petzel ve Rupert., 1987), öz yeterlik inancı (Çelik ve Odacı, 2015;Haycock, 1993;Klassen ve Kuzucu, 2009;Van Eerde, 2003), özgüven sahibi olma (Yeşil ve Şahan, 2012), stresle başa çıkma, bir şeyleri başarabileceğine yönelik inanç (Klassen, Krawchuk ve Rajani, 2008;Tuckman ve Sexton, 1992;Tuckman, 1991), genel yetkinlik inancı (Çelikkaleli ve Akbay, 2013), yaşam doyumu (Binder, 2000;Savithri, 2014) ve bireyin güdülenme durumu (Balkıs ve diğ., 2006;Orpen, 1998;Akbay ve Gizir, 2010) arasında negatif yönlü anlamlı ilişkiler bulunmuştur. Bu durumda anne ve/veya babanın sıkı denetiminin artması, özsaygı, öz yeterlik inancı ve özgüvenin yüksek olması, sorumluluk sahibi olma düzeyi ile bir şeyleri başarmaya yönelik inanç ve yaşam düzeyinin yükselmesi, stresle başa çıkma ve genel yetkinlik inancının artması gibi etkenler akademik erteleme davranışının görülme sıklığını azaltmaktadır. ...
Bu çalışmanın amacı; sosyal hizmet öğrencilerinin akademik erteleme eğilimleri üzerinde hangi faktörlerin etkili olduğunun incelenmesidir. Araştırma örneklemi 486’sı kadın (%85,4) ve 83’ü erkek (14,6) olmak üzere sosyal hizmet lisans eğitimi alan 569 öğrenciden oluşmaktadır. Araştırmada veri toplama araçları olarak, araştırmacıların geliştirmiş olduğu Sosyo-Demografik Soru Formu, Akademik Erteleme Eğilimi Ölçeği ve Akademik Motivasyon Ölçeği kullanılmıştır. Araştırma bulguları, katılımcıların Akademik Erteleme Eğilimi Ölçeği’nden almış oldukları puanlar ile Akademik Motivasyon Ölçeği’nin alt boyutlarından aldıkları puanlar arasında anlamlı bir ilişkinin varlığını ortaya koymaktadır. Araştırma bulguları, katılımcıların akademik erteleme eğilimi puanlarının; cinsiyet, öğrenim görmüş oldukları üniversite türü ve yaşadıkları ortam değişkenine göre anlamlı şekilde farklılaştığını göstermektedir. Bulgular bağlamında, sosyal hizmet akademisyenlerinin öğrencilerin akademik motivasyonlarını artırmaya yönelik girişimlerde bulunmalarının akademik erteleme eğilimi ile mücadelede önemli bir kazanım sunacağı söylenebilmektedir.
... The main characteristic of a procrastinator is that he is happy to postpone a job. In this regard, Burka & Yuen explain the characteristics of a procrastinator (procrastinator), namely a) prefers to postpone work or tasks, b) thinks it is better to do later than now and postponing work is not a problem, c) continues to repeat procrastination behavior, and d) difficulties in making decisions (Brett L. Beck et al., 2007). Meanwhile, Ferrari said that as a procrastination behavior, procrastination can be manifested in certain indicators that can be measured and observed with certain characteristics in the form of a) Delays in starting or completing tasks at hand, b) Delays in doing tasks, c) Gap in time between planning and task completion, d) Doing other activities that are more enjoyable than doing the tasks that must be done starting to do it or delaying to finish it if he has started doing it before (Wirajaya et al., 2020). ...
Procrastination is the behavior of delaying doing something. In the academic field, this behavior is commonly known as academic procrastination. Students who have this behavior tend to always delay doing college assignments, work on assignments close to deadlines, and spend time on less important things. This study aimed to determine the factors causing the emergence of Academic Procrastination Behavior in Students. This research is qualitative descriptive research with 70 Guidance and Counseling students as subjects. Methods of data collection using the interview method. The data analysis technique uses source triangulation. The results of the study show that the causes of academic procrastination are habits, poor time management, laziness, fatigue experienced by students, as well as work and assignments that are difficult to understand. The conclusion of this study is procrastination and excessive laziness are the main factors that cause procrastination behavior in individuals. Therefore students need to eliminate feelings of laziness to avoid academic procrastination.
... Since self-handicapping behavior may lead to reduced effort or simply abounding the effort for a particular task, therefore, it is quite likely that the self-handicappers will demonstrate relatively poor performance on the given tasks. Beck, Koons and Milgrim (2000) observed that students with a high degree of self-handicapping behaviors were likely to procrastinate more and study less, which led to poor academic performance and poor overall course grades. High self-handicappers reduce effort and express more stress before the exam, and their exam performance is worse than the low self-handicappers (McCrea & Hirt, 2001). ...
The present research explored the mediating role of self-handicapping behaviors between academic
PsyCap and academic performance in a purposive sample of university undergraduates (N = 300). The components of
academic PsyCap were operationalized through Life Orientation Test-Academics Scale, the self-efficacy subscale from
Students’ Approach to Learning Scale, Academic Resilience Scale and Academic Hope Scale, while self-handicapping
behaviors were assessed through Self-Handicapping Scale-Revised. Student’s cumulative grade point average (CGPAs)
in the previous semesters provided the operationalization of their academic performance. The measurement model of the
study revealed a good fit to the data and the structural model indicated positive direct effects of academic PsyCap and
the negative effect of self-handicapping behaviors on academic performance. Self-handicapping behaviors mediated
between academic PsyCap and CGPA such that academic PsyCap improved CGPA by reducing self-handicapping
behaviors. Implications of the study and recommendations for future research have been reflected upon.
... The resulting achievement impairment is a commonly reported consequence of procrastination, mainly due to the lack of time left for the execution of important extensive tasks [b,k] (Ferrari, 1994;Steel, 2007;Kim and Seo, 2015). In this context procrastination preventing a realistic feedback about the performance can even be considered as active self-handicapping strategy in a beneficial self-esteem-maintaining function (Ferrari, 1991;Beck et al., 2001;Strunk and Steele, 2011). Rothblum et al. (1986) report significant negative correlations between procrastination and the grade point average and assume that procrastination generally leads to poorer academic performance [k]. ...
Detection and treatment of clinically relevant forms of procrastination would be greatly facilitated by diagnostic criteria as formulated for psychological disorders in the Diagnostic and Statistical Manual (DSM-5). In the present article, the steps for deriving and validating diagnostic criteria for pathological procrastination are described. In an online survey of a random sample of N = 10,000 German university students, 990 answered 13 items derived from the attempts in the literature to define procrastination, the Aitken Procrastination Inventory (API) and the Patient Health Questionnaire (PHQ-9). A subset of six items related to the first factor onset delay of the API was selected by Best Subset Multiple Regression (BSMR). A latent class analysis (LCA) of these six items sorted the students into six clusters. A cluster of pathological procrastinators (10%) was separated from the clusters of less impaired habitual, average, and occasional delayers. In addition, a cluster of unconcerned delayers (10%), with strong procrastination tendencies but little personal disadvantages, and a small cluster of fast performers (2%) emerged. The pathological procrastinators differed from all other clusters significantly on nine of the 13 items. They were older, had studied longer but had fulfilled less of their study obligations and were more depressed. The answer options of the six questions were collapsed into two categories (procrastination feature present for at least half a year or absent). These criteria were used for the clinical diagnosis of pathological procrastination. For a diagnosis, two fixed criteria (delaying important tasks needlessly and strong interference with personal goals) plus at least two of four additional criteria (time spent procrastinating, time pressure, physical and psychological complaints, below performance potential) must be met. This diagnostic rule captured 92% from the cluster of pathological procrastinators and 10% of the habitual delayers, but no one from the remaining clusters. Using these diagnostic criteria for clinical diagnosis and intervention decisions will facilitate the comparison and integration of the results from future studies of procrastination.
... Thus, if students lack support and are facing stress from home, while also facing the challenges of their first years at a university, they may be more motived to engage in academic self-handicapping. By engaging in academic selfhandicapping, these students are using a proactive strategy that allows them to externalize their failures and protect their ego (Beck et al. 2000;Thomas & Gadhois, 2007). These students are likely being pulled in many directions and are engaging in academic self-handicapping out of fear and a sense of self-protection. ...
Universities spend significant time and energy establishing a sense of community for their students. University personnel strive to increase school community ties for commuter students who travel back and forth from home to campus under the assumption that these increased ties will predict academic success. In an effort to understand those variables related to commuter student success, 335 participants responded to questions regarding commuter status, psychological sense of community with one’s school, psychological sense of community with one’s hometown, and academic self-handicapping. Results indicated that those with a strong sense of community with their hometown were less likely to engage in academic self-handicapping. Moreover, this relationship was moderated by commuting status, such that the effect was stronger for commuter students than for non-commuter students. Implications for commuter student success and future research are discussed.
... Academic procrastination is a deliberate and repetitive delay in completing a task or job, both in terms of starting or completing work related to academic activities (Beck et al., 2000). Meanwhile, according to Tuckman (1991) academic procrastination is the absence of good self-regulation to complete assignments so that one has a tendency to procrastinate or completely avoid an activity with full awareness. ...
This study aims to determine the effect of locus of control and academic stress on academic procrastination in class XI students at SMK Negeri 50 Jakarta. The population in this study amounted to 244 respondents, and the sample was taken using a probability sampling technique, namely proportional random sampling with a total sample of 142 respondents. Validity test using product moment and reliability test using Cronbach's alpha. The data analysis technique used was a requirements test, classical assumption test, multiple linear regression test, and hypothesis testing with IBM SPSS version 23.0. The results of this study indicate that (1) there is a negative and significant influence of locus of control on academic procrastination of class XI students at SMK Negeri 50 Jakarta.
... ( Flett et al., 1995, p. 166;Smith et al., 1982, p. 320 (Beck et al., 2000;Gadbois & Sturgeon, 2011 ( Gilbert, 2015;Gilbert & Procter, 2006;Hoffmann et al., 2016;Navarro-Gil et al., 2020 ) ( Melhem, 2022, p. 135 ) ) منهم لتعلمهم اتية مو غير سلوكيات يظهرون سنا ( Gadbois & Sturgeon, 2011;Seli et al., 2009;Smith et al., 2009 ) Athari et al., 2020;Ghadampour et al., 2019;Iskender, 2011;Mansouri et al., 2022;Rahmatia et al., 2022;Sapanci, 2021 Gupta & Geetika, 2020;Huang, 2011;Jones & Rhodewalt, 1982;McCrea et al., 2008;Schwinger et al., 2014; Ash et al., 2021;Chrystowska, 2022;LoParo et al., 2018;Pace et al., 2019;Perkins et al., 2022;Poehlmann-Tynan et al., 2020;Reddy et al., 2013;Shibata, 2021;Yeshi, 2018 cognitively based self-compassion as an approach to reducing academic self-handicap and academic procrastination for university students.Dr. Ghada Abdel-Hamid Abdel-Aty Montaser ...
... Procrastination was also positively related to academic burnout [12,13]. Some research has indicated that procrastination is related to depression [14], higher stress [15,16], increased illness, and stress [17], higher anxiety [18], less effort on the task [19], boredom proneness [20], and poor academic performance [21][22][23][24]. In short, academic procrastination affects students' psychological well-being and academic achievement. ...
Objective
Emotional instability during adolescence could make them susceptible to developing mental problems, and these problems could enhance in severity when left unresolved. Other life stressors like job competition, peer pressure, and parental unrealistic expectations could further deteriorate their mental health. Therefore, the present study is designed to investigate the impact of cognitive behavioral therapy (CBT) on adolescents to manage procrastination, burnout, self-handicapping behavior, and test anxiety to enhance academic motivation and achievement.
Materials and Methods
A total of 200 students were enrolled for eligibility assessment, and 129 participants met the eligibility criteria. Participants were divided into two groups, the experimental group, and the waitlist control group. All the students completed their demographics form and screening tool, the eligible participants were given assessment measures at pre-post-assessment stages (8 weeks intervals). We used different assessment measures to assess the outcome i.e. General Procrastination Scale (GPS), Maslach Burnout Inventory-Student Survey (MBI-SS), Self-handicapping Scale (SHS), Test Anxiety Inventory (TAI), and Living up to Parental Expectation Scale (LPES). Repeated measures ANOVA was used to analyze the results.
Results
The current RCT findings suggest that CBT substantially reduced emotional and behavioral problems and helped the students manage parental unrealistic expectations in the experimental group compared to the waitlist control condition. Further, CBT significantly reduced the degree of procrastination {F (1, 63) = 25.01, p < .000, η² = .29} academic burnout {F (1, 63) = 11.08, p < .000, η² = .16}, test anxiety {F(1, 63) = 88.17, p < .000, η² = .59}, and self-handicapping {F (3, 56) = 10.17, p < .000, η² = .16} among adolescents. Overall, CBT significantly helped the students to manage parental unrealistic expectations through providing relationship skills and training {F (3,56) = 546.46, p < .001, η² = .89)}.
Condition:
It is concluded that CBT is an effective and evidence-based treatment intervention to address emotional disturbance caused by procrastination, burnout, test anxiety, and self-handicapping behavior among adolescents. Furthermore, it is concluded that CBT is also an effective intervention that helped students to manage peer pressure and parental unrealistic expectations.
... For example, Fritzsche and colleagues [41] examined the relationship between academic procrastination and performance and found that trait anxiety and state anxiety were both positively correlated with procrastination. Other studies found procrastination to be associated with other unwanted internal experiences: for example, fear of negative evaluation [42] and fear of failure [43]. It has been suggested that individuals may procrastinate to avoid these unwanted experiences, such as fear and anxiety, when confronting aversive tasks [44,45]. ...
Procrastination is prevalent among students, as well as the general population, and has negative impacts on various domains. Several models aimed to understand factors associated with procrastination, with some suggesting that anxiety plays a significant role. Biological factors have been shown to contribute to individual differences in procrastination; however, little attention has been paid to the role of neuroendocrine factors on procrastination. The primary question addressed in the present study is whether neuroendocrine factors (testosterone and cortisol) moderate the association between state anxiety and procrastination. Eighty-eight participants (29 men; 32 women using oral contraceptives; and 27 women not using oral contraceptives and in their luteal phase) were tested for biomarkers and completed questionnaires. Results show that state anxiety is positively correlated with procrastination. Furthermore, testosterone levels moderate the correlation between state anxiety and procrastination. As testosterone levels drop, the positive correlation between state anxiety and procrastination becomes stronger, but when testosterone levels are higher, no significant association between state anxiety and procrastination is found. Cortisol levels do not moderate the relationship between state anxiety and procrastination. The role of neuroendocrine factors for psychological outcomes is discussed.
... Jia, Wang, Xu, Lin, Zhang, and Jiang (2021) found a moderate, positive and significant relationship between ASHB and APB in their study with medical students. Beck, Koons, and Milgrim (2000) found a moderate, positive relationship between self-handicapping behavior and APB in their study with university students. Barutçu-Yıldırım and Demir (2020) found a moderate, positive relationship between selfhandicapping behaviours and APB in their study with university students. ...
The aim of this study is to examine the mediating role of academic grit in the relationship between academic procrastination and academic self-handicapping behaviors of adolescents. In this context, academy procrastination scale, academic grit scale and academic self-handicapping scale were applied to 512 high school students in Eskişehir. The correlational predictive model, one of the relational models, was used in the study. In the study, it was found that academic procrastination was positively correlated with academic self-handicapping and negatively correlated with academic perseverance. According to the other result obtained from the research, it was found that academic grit had a mediating role in the significant relationship between academic procrastination behaviors and academic self-handicapping behaviors. The findings and results were discussed in the light of the relevant literature and suggestions for future studies were presented.
... Our study confirmed that MP is significantly positively associated with AP in nursing undergraduates, which is consistent with previous finding (Burns et al., 2000). Many studies have pointed out that the main reasons for individuals to delay tasks that should be completed, knowing that such delay will have adverse consequences are irrational beliefs, such as fear of failure and evaluation anxiety (Beck et al., 2000;Burka and Yuen, 2007). As mentioned in the introduction, maladaptive perfectionists insist on setting unrealistically high standards for themselves, believing that things are either perfect or fail. ...
Background
Previous studies have not investigated the role of resilience and coping style on the association between maladaptive perfectionism and academic procrastination among nursing undergraduates. However, how to mobilize the learning enthusiasm of nursing students and reduce the incidence of academic procrastination is an important factor to reduce nursing loss and improve nursing quality.
Objectives
To investigate the influence of maladaptive perfectionism, resilience and coping style on academic procrastination among Chinese undergraduate nursing students.
Methods
A cross-sectional study was conducted. A convenience sampling method was used to select 665 nursing undergraduates from March to May 2022 in China. Maladaptive perfectionism, coping style, resilience, and academic procrastination were measured using questionnaires. The descriptive analysis, Pearson’s correlation analysis and the Hayes’ PROCESS Macro in SPSS 25.0 were used to test the model.
Results
The results showed that nursing undergraduates’ maladaptive perfectionism, resilience, positive coping style and academic procrastination were significantly correlated between every two variables, with coefficients ranging between −0.290 and 0.584. In addition, resilience played a partial mediating role in maladaptive perfectionism and academic procrastination, accounting for 15.70% of the total effect; in the meantime, this process was moderated by positive coping style.
Conclusion
Maladaptive perfectionism positively predicted nursing undergraduates’ academic procrastination; as a mediating mechanism with moderating, resilience and positive coping style further explained how maladaptive perfectionism promoted the academic procrastination of nursing undergraduates. Understanding this mechanism is of great significance for nursing educators to reduce the risk of academic procrastination in nursing undergraduates.
... Many studies have shown that WhatsApp has a profound negative impact on students' academic life such as distracts students from completing their assignments and they submit the assignment late (Mingle & Adams;2015;Sarker, 2015), spoils their spellings and grammatical construction of sentences (Yeboah & Ewur, 2014), lack of concentration during lectures, hard to balance online activities and academic preparation, poor academic performance due to the heavy participation on social media networks (Yin, 2016;Chavan, 2018). Academic procrastination not only has harmful impact on academic achievement including lower grades, cheating and lower grade point averages (Beck, Koons, & Milgrim 2000) but also influences individual's well-being (Jorke, Thau, & Fries, 2011). It has adverse effects on human health too as it is negatively related to self-efficacy and life satisfaction and positively related to stress and mental health (Klingsieck, 2013), depression (Solomon & Rothblum, 1984), anxiety (Stober & Joormann, 2001), guilt (Pychyl, Lee, Thibodeau, & Blunt, 2000) and low self-esteem (Ferrari, 2000). ...
Social media has become part and parcel of students' life. Among different social media, students are crazier about WhatsApp and they spend most of their time in using it. But over usage of WhatsApp poses health as well as education risk to students. It is important to assess usage of WhatsApp and educational risk associated with it. Hence, a study was conducted among secondary school students to analyze the relationship between WhatsApp addiction and academic procrastination and possible differences according to gender and type of school. Using a quantitative approach, 300 participants were selected by random sampling from the secondary schools of Amritsar and measured on scales of WhatsApp addiction and academic procrastination. Data were submitted to descriptive, t-test and correlational statistical analyses. Analyses provide insight into no statistically significant differences in WhatsApp addiction according to gender and type of school. However, the results show statistically significant difference in academic procrastination tendencies with respect to gender and type of school. In addition, the Correlation Analysis conducted to determine participants' WhatsApp addiction and academic procrastination levels was examined and no statistical significant relationship was found.
... A sizeable literature examines the relationship between procrastination and academic performance, see the meta-analysis in Kim and Seo (2015). Many studies find a negative correlation between procrastination and course grades (Ariely and Wertenbroch 2002;Beck, Koons, and Milgrim 2000;Beswick, Rothblum, and Mann 1988;Franz 2020;Mischel, Shoda, and Rodriguez 1989;Orpen 1998;Owens and Newbegin 1997;Rotenstein, Davis, and Tatum 2009;Rothblum, Solomon, and Murakami 1986;Tice and Baumeister 1997;Wong 2008). De Paola and Scoppa (2015) find a strong relationship between procrastination and study progress, as measured by the number of credits acquired by students in the two first bachelor years. ...
This paper adds to the literature on the relationship between procrastination and academic performance. We measure procrastination as the speed with which students do an online math course on the ALEKS learning platform. This pre-admission course is mandatory for students that are weak in math. Using a large dataset of undergraduate students at a Dutch school of economics, we estimate linear probability models for dropout and graduation rates. Controlling for students’ background characteristics, we find that procrastination increases dropout rates and decreases graduation rates. The coefficient estimates indicate that the influence of procrastination on dropout and graduation rates is sizable.
... Review of related literature indicates that studies address not only underlying causes of procrastination behavior but also they emphasize variables related to this behavior. Self-efficacy (Akbay and Gizir, 2010;Aydoğan and Özbay, 2012;Berber Çelik and Odacı, 2015), perfectionism (Gürgan and Gündoğdu, 2019;Odacı and Kaya, 2019), responsibility (Çelikkaleli and Akbay, 2013;Özer and Altun, 2011), time management (Balkıs, Duru, Buluş and Duru, 2006;Bulut and Ocak, 2017;Kağan, 2009), fear of failure (Bulut and Ocak, 2017;Özer and Altun, 2011;Uzun Özer, 2009;Senecal, Koestner and Vallerand, 1995), motivation (Balkıs et al., 2006;Kağan, 2009;Senecal, Koestner and Vallerand, 1995), self-esteem (Beck, Koons and Milgrim, 2000), anxiety Senecal, Koestner and Vallerand, 1995;Solomon and Rothblum, 1984) are some of the variables studied in the related literature. ...
... Urdan [50] found that self-handicapping tends to indicatively predict the deterioration in academic achievement [50]. These high self-handicaps perform poorly owing to procrastination and insufficient study [51]. Thus, self-handicapping can be considered as a maladaptive coping strategy. ...
This study was undertaken to examine the predictive relationship between personality traits and academic self-handicapping with self-esteem as the mediator. A total of 62 (19 males, 43 females) Psychology undergraduates participated in the study. Respondents completed a questionnaire that measured their personality, academic self-handicapping and self-esteem. Results revealed that academic self-handicapping has significantly been predicted by neutral personality (B =-.25, p<0.05). Self-esteem mediated the relationship between relational personality and academic self-handicapping. The paths from relational personality to the mediator self-esteem, and sequential to academic self-handicapping were momentous (B = .46, p<0.05; B =-.35, p<0.05). This study has provided implication in which certain personality traits are evident in contributing to different levels of self-esteem and successively self-handicapping behaviors among the undergraduates.
... Procrastination is defined as failing to complete assigned tasks or delaying exam preparation (Beck et al., 2000). Thus, academic procrastination can be defined as a type of anti-motivation in which individuals decide not to engage in and complete desired academic activities. ...
This study investigated the academic procrastination of pupil-teachers and demographic variables. The study was carried out with the sample of 217 pupil-teachers from different secondary teacher training colleges of Sambalpur University of Odisha. The data was collected through the adapted version of Tuckman Procrastination Scale TPS (1991). The result revealed that no significant difference in academic procrastination of pupil-teachers in respect to their gender and location, but Science students display more academic procrastination as compared to Arts pupil-teachers. The findings have significant consequences for teacher education.
... Traditionally, procrastination was defined as any behavioral delay in starting or finishing a task (Solomon and Rothblum, 1984;Rothblum et al., 1986;Beck et al., 2000;Meyer, 2000;Ferrari et al., 2005;Klassen et al., 2008). Academic procrastination, according to Steel (2007a) can be defined as the deliberate delay in completing academic assignments even though one is aware of its negative outcomes and consequences (Steel, 2007b). ...
Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.
... Furthermore, under laboratory conditions, Meyer also found that academic procrastination was a manifestation of self-handicapping, and there was a significantly positive correlation between them; thus, procrastination was one of the predictors of self-handicapping (Akin, 2012). When Beck et al. (2000) explored the effects of self-awareness and self-handicapping on academic procrastination, they found that there was a close relationship between academic procrastination and self-handicapping. Students with high self-handicapping and procrastination studied less, took longer to prepare for exams, and scored lower in the test. ...
Background: In the face of the 2019 Coronavirus Disease (COVID-19) outbreak, Chinese medical students worried about their future studies which might make them more susceptible to academic anxiety. Previous studies have shown that academic anxiety is an important risk factor for self-handicapping, but there are few studies to explore the relationship between the two which may be mediated or moderated by other variables. Therefore, this study investigated how Chinese medical students' academic anxiety is correlated to their self-handicapping in time of COVID-19 epidemic, and explored the moderating and mediating effects of hardiness and procrastination.
Methods: In this study, 320 Chinese medical students' psychological traits were measured with Academic Anxiety Questionnaire, Self-Handicapping Scale, General Procrastination Scale and Hardiness Scale to explore the potential associations between these variables.
Results: The most obvious finding to emerge from this study was that self- handicapping had a positive correlation with academic anxiety and procrastination, but had a negative correlation with hardiness; hardiness had a negative association with academic anxiety and procrastination; and academic anxiety and procrastination were positively correlated. In addition, the relationship between academic anxiety and self-handicapping of Chinese medical students was not only partially mediated by procrastination, but also moderated by hardiness. Furthermore, medical students who had lower hardiness had stronger direct effect, while the indirect effect was strong at high and low conditions of hardiness.
Conclusion: In time of the COVID-19 epidemic, the academic anxiety and self-handicapping of medical students are influenced by procrastination and hardiness to a great extent. Thus, in addition to suggesting that more attention should be paid to the academic anxiety and procrastination of medical students, in the future, more attention should be paid to cultivating the hardiness of medical students and exerting its interventional role in self-handicapping.
Academic procrastination, a dynamic phenomenon, profoundly affects students’ academic performance and
psychosocial development. This study delves into the evolving nature of procrastination patterns among 582
Chinese junior high school students (aged 12–16) over a 12-month period. Employing Latent Profile Analysis
(LPA) and Latent Transition Analysis (LTA), we uncovered four distinctive profiles: non-procrastinators, mild,
moderate, and severe procrastinators. To predict these transitions, we examined fear of negative evaluation,
parental psychological control, and deviant peer affiliation. The results illuminate that student associated with
deviant peers, subjected to parental psychological control, or grappling with fear of negative evaluation were
inclined towards profiles characterized by heightened academic procrastination. Notably, stability was most
pronounced among mild and moderate procrastinators. Deviant peer affiliation, parental psychological control,
and fear of negative evaluation compounded academic procrastination, impeding its amelioration. This investigation
sheds light on the intricate interplay of personal, familial, and peer influences in the dynamic landscape
of academic procrastination. By understanding these dynamics and predictive factors, we aim to inform targeted
interventions to mitigate procrastination tendencies among junior high school students, fostering a more
conducive learning environment. These findings hold substantial promise for educators, parents, and policymakers
seeking to enhance students’ academic experiences and outcomes.
The current study is delved into English as a Foreign Language (EFL) students’ academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students’ procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research.
Bu çalışmanın amacı iş erteleme davranışının iş stresine olan etkisini araştırmaktır. İş ertelemenin iş stresine etkisinde yönetici desteğinin rolünün tespiti çalışmanı bir diğer amacını oluşturmaktadır. Bu kapsamda Trb2 bölgesindeki özel ve kamu bankası çalışanı 318 kişi ile anket çalışması yapılmıştır. Hipotez testi sonuçlarına göre iş ertelemenin iş stresi üzerinde pozitif yönlü ve anlamlı; yönetici desteği üzerinde negatif yönlü ve anlamlı bir etkiye sahip olduğu belirlenmiştir. Yönetici desteğinin ise iş stresi üzerinde negatif yönlü ve anlamlı bir etkiye sahip olduğu görülmüştür. Ayrıca yönetici desteğinin iş erteleme ile iş stresi arasındaki ilişkiye aracılık ettiği sonucuna ulaşılmıştır.
El objetivo de la investigación fue determinar la relación existente entre la Autoeficacia Académica y la Procrastinación Académica en una muestra de adolescentes de la ciudad de Quito, Ecuador. La investigación presenta un enfoque descriptivo, correlacional de corte transversal por medio de las escalas de Procrastinación Académica, Procrastinación Académica de Tuckman, Autoeficacia General y Autoeficacia Percibida Específica de Situaciones Académicas. Participaron 424 adolescentes (49,8% hombres, 50,2% Mujeres) entre 12 a 17 años (M= 14 años; DT= 1,71). Estudiantes de diversas instituciones educativas secundarias (73,8% privado, 25,2% pública y 0,9% Fiscomisional) de la ciudad de Quito, Ecuador. La Autoeficacia General y Académica es moderada, mientras que la Procrastinación es baja; únicamente se presentan diferencias por género en la Autoeficacia General, siendo los hombres quienes evidencian más autoeficacia. Existe relación entre la Autoeficacia Académica y la Procrastinación Académica. En conclusión, la Autoeficacia Académica es un factor relevante que permite identificar el desempeño de la Procrastinación Académica en adolescentes de la ciudad de Quito.
Background: The relationships between procrastination and psychological well-being represent an important issue in the everyday life of university students. Empirical evidence suggests that the more the university students adopt procrastinating behaviors, the more their levels of psychological well-being are reduced. Using the affective profiles model as the framework, this chapter focused on (1) the differences in procrastination and psychological well-being among Italian university students, (2) the association between procrastination and well-being, and (3) the association of these variables to average grades in exams. We expected that students with self-fulfilling and high affective profiles would obtain higher scores in psychological well-being and lower scores in procrastination compared to students with self-destructive and low affective profiles.Method: A sample of 270 university students (222 females) answered to the Italian versions of the Positive Affect and Negative Affect Schedule, the General Procrastination Scale, and the Psychological Well-Being Scales. As instructed by Norlander and colleagues (2002), students were categorized in the four affective profiles: self-fulfilling (high PA, low NA), high affective (high PA, high NA), low affective (low PA, low NA), and self-destructive (low PA, high NA). In addition, data regarding average grades in exams was also collected. All data were collected during the second semester of the 2019–2020 academic year, that is, the period of COVID-19 pandemic emergency, through the Microsoft Teams platform.Results: Students with a self-fulfilling profile scored higher in eudaimonic well-being and in the factor “getting tasks done on time” than those with any of the other profiles. Conversely, students with a self-fulfilling profile scored lower in the factor “tendency to postpone tasks” than students with the other affective profiles. Procrastination and eudaimonic well-being were strongly negatively related in the whole sample and within each type of affective profile. Moreover, university students who reported the highest grades in exams reported higher levels of psychological well-being.Conclusions: This study allowed us to deepen the knowledge of the connection between procrastination and psychological well-being in relation to students’ own affective profile. The results underline that autonomy, personal growth, and environmental mastery are the most relevant dimensions in this association.KeywordsProcrastinationAffective profilesPsychological well-beingUniversity students
ملخص: هدفت الدراسة الحالية لتقصّي العوامل التي تساهم في التعويق الذاتي الأكاديمي لدى طلبة كلية التربية الأساسية في دولة الكويت. لتحقيق هذا الهدف تم تطبيق مقاييس التعويق الذاتي الأكاديمي، والتسويف الأكاديمي، واحترام الذات، والتعاطف مع الذات، وتوجه هدف الإنجاز، على عينة متاحة مكوّنة من 413 طالبًا ملتحقًا بكلية التربية الاساسية في دولة الكويت. أظهرت نتائج تحليل الانحدار المتدرج أن التسويف الأكاديمي، والتعاطف الذاتي، والتوجه التجنبي، واحترام الذات، والتوجه الاتقاني تساهم في التنبؤ بالتعويق الذاتي الأكاديمي، في حين لم يساهم التوجه الأدائي بالتعويق الذاتي الأكاديمي، وكان التسويف الأكاديمي هو أقوى متنبئ (مساهم) بالتعويق الذاتي الأكاديمي. وتوصي الدراسة بإجراء المزيد من الدراسات لتقصّي الدور التنبؤي للتوجّه الأدائي بالتعويق الذاتي الأكاديمي.
Objectives
This pilot study aimed to investigate whether Cognitive Behavioural Coaching (CBC) can be used with A-level students in order to reduce procrastination and avoidance behaviours. Group coaching was used to promote more adaptive thinking patterns, leading to enhanced performance and well-being.
Design
A qualitative approach was taken, using Interpretative Phenomenological Analysis (IPA) in order to explore the meaning making and personal experiences of CBC. A quantitative measure in the form of a 12-item procrastination questionnaire assessed pre- and post-coaching was also used.
Methods
The study took place at a Further Education college in London with one Sixth-Form Psychology class consisting of seven students. Based upon levels of procrastination, students were selected for four one-hour long coaching sessions. Students receiving coaching were compared to students with similar levels of procrastination, not receiving coaching.
Results
The study found four main themes emerging as based upon the experience of coaching. These were Feeling Supported, Raising Awareness, Increased Motivation, and Improved Performance. Quantitative measures showed a reduction in procrastination levels for students receiving CBC. This did not occur for procrastinators not receiving coaching.
Conclusion
This study suggests that coaching can be a time and cost-effective tool to use with low performing A-level students, to increase performance and well-being. This is an important finding, as there is a strong demand to reduce procrastination in a situation where resources are limited. Consideration is given to future research, including larger samples, and to training teachers in how to deliver group-coaching with students.
Bu çalışma üniversite öğrencilerinin nomofobi düzeyleri ile akademik erteleme davranışları arasındaki ilişkiyi belirlemek amacıyla ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Çalışma grubu, araştırmacılardan birinin görev yaptığı üniversitede 2020-2021 döneminde öğrenim gören 532 öğrenciden oluşmaktadır. Veri toplama aracı olarak “Nomofobi Ölçeği” (Yıldırım ve Correia, 2015) ile “Akademik Erteleme Davranışı Ölçeği” (Çakıcı, 2003) kullanılmıştır. Veriler elektronik ortamda çevrimiçi olarak toplanmış ve analiz edilmek üzere bir paket programa aktarılmıştır. Normallik testi yapıldıktan sonra verilerin analizinde bağımsız gruplar t-testi, tek yönlü varyans analizi (ANOVA), Tukey testi ve Pearson Korelasyon katsayısı kullanılmıştır. Araştırma sonuçları öğrencilerin nomofobi ve akademik erteleme davranış düzeylerinin orta düzeyde olduğunu göstermektedir. Ayrıca kadınların erkeklere göre, gençlerin ise nispeten yaşı daha ileri olan öğrencilere göre nomofobi düzeylerinin daha fazla olduğu belirlenmiştir. Erkeklerin akademik erteleme davranış düzeyleri kadınlara göre daha yüksek iken, yaş değişkenine göre anlamlı bir farklılık bulunmamıştır. Araştırmada nomofobi düzeyi ile akademik erteleme davranışı arasında pozitif yönlü düşük düzeyde bir ilişki olduğu sonucuna varılmıştır.
سعى البحث إلى التحقق من نموذج سببي يوضح علاقات التأثير التأثر بين التشوهات المعرفية بأبعادها المختلفة:(التفكير الكارثي، والتعميم الزائد، والتفسيرات الشخصية، والتجريد الانتقائي، والتهوين، والتفكير الثنائي) كمتغيرات مستقلة، والإعاقة الذاتية ببعديها:(الإعاقة الداخلية، والإعاقة الخارجية) كمتغيرين وسيطين، وكل من: الإرجاء الأكاديمي بأبعادة:(إدارة الوقت، والنفور من المهمة، والإخلاص، والمبادرة الشخصية) والتحصيل الدراسي كمتغيرات تابعة لدى عينة ضمت في صورتها النهائية(460) من الطلبة المقيدين بالفرقة الثانية تعليم أساسي بكلية التربية جامعة بنها، خلال العام الجامعي(2020/2021)م، بمتوسط عمري قدره (20.34) سنة، وإنحراف معياري(1.8)، ولتحقيق ذلك الهدف تم استخدام مقياس التشوهات المعرفية(إعداد: لمياء صلاح الدين، 2015)، ومقياس الإعاقة الذاتية (ترجمة وتقنين: الباحثان)، ومقياس الإرجاء الأكاديمي(ترجمة وتقنين: الباحثان)، كما تم الإعتماد على مجموع درجات نهاية العام كمؤشر على التحصيل الدراسي، وقد أسفرت النتائج عما يلي:
1. يوجد تأثيرات موجبة مباشرة دالة إحصائيًا لأبعاد التشوهات المعرفية(التفكير الكارثي، والتعميم الزائد، والتفسيرات الشخصية، والتهوين) في بٌعدي الإعاقة الذاتية، وتأثيرًا موجبًا مباشرًا دال إحصائيًا للتفكير الثنائي في الإعاقة الذاتية الداخلية فقط.
2. يوجد تأثيرًا سالبًا مباشرًا دال إحصائيًا لأبعاد التشوهات المعرفية(التفكير الكارثي، والتعميم الزائد، التفكير الثنائي) على التحصيل الدراسي.
3. تؤدي الإعاقة الذاتية ببعديها دورًا وسيطيًا جزئيًا في تأثير التشوهات المعرفية بأبعادها المختلفة كمتغيرات مستقلة على الإرجاء الأكاديمي، والتحصيل الدراسي كمتغيرين تابعين.
4. يوجد تأثيرًا موجبًا مباشرًا دال إحصائيًا للإعاقة الذاتية الداخلية فقط على إدارة الوقت، بينما يوجد تأثيرًا موجبًا مباشرًا دال إحصائيًا للإعاقة الذاتية الخارجية على النفور من المهمة.
5. يوجد تأثيرًا سالبًا مباشرًا دال إحصائيًا للإعاقة الذاتية الخارجية فقط على التحصيل الدراسي.
Previous work suggests that symptoms of attention-deficit/hyperactivity disorder (ADHD) are associated with procrastination in college students, but relatively little is known about markers that account for this relation. In the present study, we examined the relation between ADHD symptoms and procrastination and whether indirect effects through emotion regulation and self-esteem independently and/or serially account for this relation. Five hundred ninety-five college students (79.5% female; 84.7% white; 94.3% between 18 and 22 years of age) completed a variety of online self-report measures assessing ADHD symptoms, emotion dysregulation, self-esteem, and procrastination. Difficulties in emotion regulation and self-esteem partially accounted for the relation between ADHD symptoms and procrastination individually in simple mediation models as well as together in a serial mediation model. These results are consistent with previous literature linking ADHD symptoms to greater difficulties in emotion regulation, lower self-esteem, and more frequent procrastination. This work suggests that improving emotion regulation skills and self-esteem in college students with symptoms of ADHD should be an important goal of treatment, but future work using longitudinal data is needed to gain a better understanding of the temporal relations among these variables.
The authors of this article examine the potential for increased student learning and retention through more frequent assignments. They conduct a field experiment that investigates whether student knowledge retention can be improved by increasing the frequency of homework assignments, motivating students to have more exposure to the material, and reducing the incentives for students to procrastinate. They find that the impact of the treatment on student performance varies based on the student’s past academic performance. Students on the lower end of the academic performance distribution benefit from the structure imposed by more frequent assignments and perform better. However, students with high prior academic performance are harmed by the intervention. The final exam scores of high-performing students are lower in courses with higher assignment frequency.
Purpose is to explore the contemporary state of personality youth age procrastination problem elaboration in psychological science.Methods. Theoretical analysis of psychological phenomenon procrastination, comparison, classification and synthesis of modern scientifical research of procrastination in youth were used. Results. Research of professional psychological literature promote understanding of procrastination, generalization and arrangement of ideas about specifics of this psychological phenomenon development in personal world of youth age individual.Conclusions. Procrastination is complex psychological phenomenon, its experience comes with negative emotions. This phenomenon display people response on social necessity in accomplishment of low personal significant activity. In youth individual faces not only the need to construct his own personal goals, but also the need to work hard for realization of his life plans at first. High complexity of this goal achievement and absence of life success guarantees causes young men and women to delay such activities or fix on procrastination strategy. Procrastination comes over not only common socially determined activities, but also take form of personal generalized life strategy. Expressed procrastination causes decline of personality’s life energy in different ways of his social world. It can become cause effortless life stance at all. Procrastination is nearly concerned in different phenomena of individual personal world. An “active” procrastinators feel high anxiety, anger, temper. Such negative emotions cause mobilization of their own psychological resources for realization and finish of necessary procrastinated activity. Unlike them, “passive” procrastinators feel sad, disappointment, boredom. They realistically predict future social sanctions. But they don’t finish their activity in time. In elder youth young people develop their ability in management of their own procrastination. In increasing frequency, they use this strategy for short-time planning of complex or new tasks realization. But, according to modern scientists’ research analysis, elder youth aged youngsters often use ineffective ways of procrastination. Key words: personality, procrastination, youth age, delay, anxiety, social pressure. Мета – дослідити сучасний стан розробки проблеми прокрастинації особистості юнацького віку в психологічній науці.Методи. Використано такі методи, як: теоретичний аналіз психологічного феномена прокрастинації, порівняння, класифікація та синтез сучасних наукових досліджень прокрастинації в юності. Результати. Дослідження фахової психологічної літератури сприяє поглибленню розуміння про-крастинації, а також узагальненню і систематизації уявлень щодо специфіки становлення цього психологічного утворення в особистісному світі індивідуума юнацького віку.Висновки. Проаналізовано явище прокрастинації як складне психологічне утворення, переживання якого супроводжується негативними емоціями. Цей феномен відображає реакцію людини на соціальну необхідність виконання діяльності низької особистісної значущості. Специфіку особистісного розвитку молодої людини в юності визначає те, що вона вперше постає перед необхідністю не лише конструювати власні життєві цілі, але й докладати значних зусиль для реалізації своїх життєвих планів. Виявлено, що висока складність досягнення таких цілей та відсутність гарантій життєвого успіху спричинюють праг-нення юнаків і дівчат відкласти відповідні справи, точніше вибрати стратегію прокрастинації. Проаналізовано специфіку прокрастинації діяльності (відкладання юнаками та юнками побутових соціально детермінованих справ) та прокрастинації в прийнятті життєвих рішень (відкладання як генералізованої стійкої стратегії особистості). Виражена прокрастинація спричинює гальмування життєвої енергії людини в різних аспектах її соціального світу та може спричинювати становлення пасивної життєвої позиції загалом. Результати теоретичного аналізу також дають можливість констатувати, що особистість юнацького віку певною мірою може регулювати власну стратегію прокрастинації. «Активні» прокрастинатори переживають високу тривожність, гнів, роздратування. Ці негативні емоції сприяють мобілізації ними власних психологічних ресурсів для виконання і завершення необхідної діяльності, що підлягає прокрастинації. На відміну від них, «пасивні» прокрастинатори виявляють емоції суму, розчарування, нудьги. Вони здійснюють реалістичний прогноз подальших соціальних санкцій. Але не завершують діяльність у необхідні строки. Доведено, що впродовж пізньої юності молоді люди більш вибірково використовують стратегію відкладання у своїй життєдіяльності. Все частіше використовують цю стратегію для короткотривалого планування виконання складних чи нових завдань. Однак аналіз результатів досліджень сучасних учених показав, що і в пізньому юнацькому віці особистість часто вдається до неефективних способів прокрастинації.Ключові слова: особистість, прокрастинація, юнацький вік, відкладання, тривожність, соціальний тиск.
Bu çalışmanın üç odak noktası bulunmaktadır. İlk olarak, üniversite öğrencilerinin akademik erteleme, umutsuzluk ve akademik başarıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışmanın ikinci amacı, farklı umutsuzluk ve akademik başarı seviyelerindeki üniversite öğrencilerinin akademik erteleme eğilimlerini irdelemektir. Çalışmanın son amacı ise üniversite öğrencilerinin cinsiyetlerinin, akademik erteleme eğilimleri ve umutsuzluk halleri üzerinde etkili olup olmadığını araştırmaktır. İki farklı devlet üniversitesinden toplam 231 öğrenciden elde edilen verilerle yürütülen bu araştırmada, öğrencilerin akademik erteleme eğilimlerini ölçmek için Aitken Akademik Erteleme Ölçeği, umutsuzluk seviyelerini ölçmek için Beck Umutsuzluk Ölçeği, akademik başarılarının ölçütü olarak da genel ağırlıklı not ortalaması kullanılmıştır. Korelasyon analizi sonucunda, akademik erteleme ile umutsuzluk arasında pozitif yönde ve akademik erteleme ile akademik başarı arasında negatif yönde ilişki bulunmuştur. Varyans analizi sonucunda ise, umutsuzluğun dört farklı seviyesi için ve akademik başarının üç farklı seviyesi için akademik erteleme puanlarının anlamlı bir şekilde farklılaştığı, dolayısıyla umutsuzluğun ve akademik başarının akademik erteleme üzerinde etkili olduğu görülmüştür. Alanyazın ile örtüşen bulgular, öğrencilerin minimal umutsuzluk düzeyinde daha az akademik erteleme eğilimi gösterdiğini ve düşük akademik not ortalamasına sahip olan öğrencilerin akademik erteleme eğiliminin yüksek olduğunu ortaya koymuştur. Son olarak, erkek öğrencilerin akademik erteleme eğiliminin kız öğrencilere göre anlamlı bir şekilde daha yüksek olduğu belirlenmiştir
In the context of considerations on the potential attenuation of the negative consequences of the COVID-19 pandemic with the use of credible social media in online education during a pandemic, the subject of our own research was the fulfillment of two goals. The main research goals were to identify, categorize, and evaluate the possibilities of using social media in online education during the pandemic from the perspective of selected teachers and students from secondary schools in Slovakia. The research methods of the first phase (qualitative) of the research involved brainstorming among nine secondary school teachers. The second research phase (quantitative) used a questionnaire, which was completed by 102 high school students from all over Slovakia. The collection of both quantitative and qualitative data was used in this research. The research results revealed the most representative opinions of teachers on the current and real possibilities of engaging credible social media in online education and the views of high school students on their desired use and involvement of social media in online education. The intersection of the two findings presents a picture of the possibilities of using credible social media in online education, which can help maintain students' interest in online education during a pandemic. Based on these findings, it can be stated that the opinions identified in the research group of teachers correspond to a large extent with the desired use of social media in education from the perspective of students. In addition, however, students would welcome more opportunities to use and engage social media in today's online education. The result of this research is an analysis of social media patterns applied to online education, which are of greater interest to students and could act as elements for reducing the negative consequences of the COVID-19 pandemic, i.e., six forms of online education and 24 educational activities that could contribute, inter alia, to mitigating the different negative effects of the pandemic among youth generation. The findings also benefit from the presentation of many specific options and recommendations for the use of social media in online education during a pandemic.
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Tkáčová, H., Králik, R., Tvrdoň, M., Jenisová, Z., Martín García, J. 2022. Credibility and Involvement of Social Media in Education—Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students. In International Journal of Environmental Research and Public Health, roč. 19, č. 5 (2022), p. 2767. https://doi.org/10.3390/ijerph19052767
This study aims at determining the mediating effect of academic intrinsic motivation on the relationship between both students' academic self-efficacy and dispositional hope levels to their academic procrastination habits. The data were collected from a sample of 252 college students, 69 males (27.4%) and 183 females (72.6%), aged between 18 and 33 (X = 20.55; Sd =1.52) studying at a state university located in the Central Black Sea region of Turkey using a correlational survey model. Academic Self Efficacy Scale, Dispositional Hope Scale, Academic Intrinsic Motivation Scale, and Aitken Academic Procrastination Scale were used as data collection tools. Descriptive statistics of the socio-demographic characteristics were presented, and Pearson correlation analysis was conducted to determine the correlations between variables by using SPSS statistical package programme. The hypothesis measurement model and the mediating effect were examined by Structural Equation Modeling (SEM) by using LISREL statistical software. The obtained results showed that significant (low and moderate) relationships exist between variables and the model tested in the study yielded acceptable and good fit index values. A complete mediating effect of academic intrinsic motivation on the relationship between both academic self-efficacy and dispositional hope with academic procrastination was determined. The findings were discussed, and some recommendations were made.
La procrastinación es un comportamiento común en el ámbito académico asociado a diversas consecuencias negativas. La autoestima, entendida como una actitud global hacia uno mismo, es una de las variables que se ha asociado con la procrastinación académica. El objetivo del presente trabajo es examinar mediante técnicas meta-analíticas la relación entre la autoestima y la procrastinación en estudiantes. Se realizó una búsqueda bibliográfica en las bases de datos PsycInfo, Scopus y PubMed de la investigación sobre las variables de interés publicada desde el año 2000. Se analizaron un total de 35 estudios independientes pertenecientes a 33 artículos que cumplían los criterios de inclusión. La muestra total estaba compuesta por 13,233 participantes. Los resultados muestran una relación negativa de intensidad media entre la autoestima y la procrastinación en estudiantes, por lo que aquellos estudiantes que muestran una menor autoestima presentan una mayor procrastinación. Los análisis de meta-regresión mostraron que la edad media y el sexo no son variables moderadoras estadísticamente significativas; mientras que el análisis de subgrupos tampoco muestra que el nivel educativo modere el tamaño del efecto. No se aprecia la presencia de sesgo de publicación. Se comentan las implicaciones y las limitaciones del trabajo. Se señala la pertenencia de implementar programas para aumentar la autoestima de los estudiantes.
The aim of this study is to examine the mediating role of self-compassion in the relationship between perfectionism and academic procrastination in teacher candidates. Structural equation modeling, one of the quantitative research methods, was used in the study. The participants of the study consisted of a total of 478 teacher candidates, 328 female and 150 male, between the ages of 18-41. Personal Information Form, Aitken Procrastination Inventory, Frost Multidimensional Perfectionism Scale and Self-Compassion Scale were used as data collection tools in the research. According to the findings, perfectionism has a negative relationship with self-compassion, perfectionism has a positive relationship with academic procrastination, and self-compassion has a negative relationship with academic procrastination. As a result of the Bootstrap analysis for the significance of indirect effects, it was found that self-compassion had a partial mediating role in the relationship between perfectionism and academic procrastination.
Procrastination is frequently performed by students and many studies claimed that it happened to all levels of students. This study aimed at: (1) investigating the level of academic procrastination of EFL students in Universitas Pendidikan Ganesha, (2) investigating EFL students’ reasons in engaging on academic procrastination, and (3) determining whether self-efficacy correlates with academic procrastination. An embedded mix-method with explanatory design was employed in this study, it is started quantitatively than followed up by an in-depth qualitative study. A correlational analysis was used to test the hypothesis of this study. The findings revealed that (1) EFL students in Universitas Pendidikan Ganesha mostly had a high level (63%) of procrastination (n= 130); (2) the main reasons of EFL students to engage on academic procrastination were; Time management (28%), Aversiveness of the Task (24%), Sincerity (22%), and Personal Initiative (26%); and (3) there was a strong, negative correlation between students academic procrastination and self-efficacy, r = –.651, n = 130.
Das Konzept Prokrastination beinhaltet positive und negative Seiten, die in verschiedenen Epochen und Kulturen anders bewertet werden, von dem antiken Rom bis heute, von Westen bis Osten. Wir werden diese Aspekte betrachten und versuchen sie zu verstehen, möglichst unabhängig von moralischen Vorurteilen. Die Entwicklung dieser moralischen Dogmen ist auch wichtig für uns, um zu begreifen, was für eine soziale Funktion die Prokrastination in verschiedenen Gesellschaften hat. Die Hauptlaster der katholischen Kirche, die Arbeitskultur der Reformation oder das zeitgenössische Japan verwerfen Faulheit und loben Leistungsfähigkeit. Verschiedene Autoren in der Psychologie versuchen, das Prokrastinationskonzept wissenschaftlich zu definieren. Zum gegenwärtigen Zeitpunkt gibt es noch keine offizielle Diagnose und kaum einen wissenschaftlichen Konsens. Wir wissen aber, dass laut internationalen Befragungen rund 20 Prozent der Bevölkerung jeweils in verschiedenen Ländern sich als Prokrastinierende sehen (Beck et al., 2000) und dies als problematisch und emotional belastend empfinden. Anhand der genannten Gründe ist es wichtig, einen tieferen und breiteren Blick auf das Thema Prokrastination zu werfen. Dieser Artikel versucht, Prokrastination in verschiedenen kulturellen und sozialen Kontexten zu beschreiben sowie unterschiedliche psychologische Schulen und Autoren zusammenzubringen.
Various forms of social media (SM) appear to be very popular among young people because they provide information and entertainment, including a wide range of web technologies such as blogs, wikis, online social networks, and virtual networks. SM plays a huge role in the lives of children and teenagers, especially during the COVID-19 pandemic, when the computer becomes not only a means of entertainment or leisure, but also a necessary and everyday means of education and communication with other people. Thus, COVID-19 has brought a radical change, not only in the daily schedule and leisure time of pupils and students, but also in the perception of the procedures used by this specific group in the online space. Through our own research, using structured interviews and a questionnaire, we examine the use of SM as a tool to promote sustainable well-being in a group of high school students from various schools in central Slovak Republic (formerly Czechoslovakia). The research confirms that during the pandemic, the use of SM by the young respondents contributes significantly to well-being. This is the case when SM is used by high school students as a tool in promoting: (1) personal interests; (2) motivation; (3) communication and interpersonal connectivity; (4) preferred forms of online education; and (5) online games. The article presents a set of recommendations regarding the use of SM as a tool for sustaining the well-being of young people during the pandemic.
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Tkáčová, H., Pavlíková, M., Jenisová, Z., Maturkanič, P., Králik, R. 2021. Social Media and Students’ Wellbeing: An Empirical Analysis during the Covid-19 Pandemic. In Sustainability, roč. 13, č. 18 (2021), 10442.
https://doi.org/10.3390/su131810442
Students from two colleges (n = 546) differing in admission selectivity completed measures of academic procrastination and excuses. Procrastination was higher among students at the selective college than students at the nonselective college. Academic procrastination was motivated by task aversiveness for students at the selective college and by fear of task failure and fear of social disapproval for students at the nonselective college. At the nonselective college only, procrastinators compared to nonprocrastinators reported more often using both legitimate and fraudulent excuses in college and during the current semester. Participants reported that excuses were self-generated for the purpose of gaining more assignment time and that most instructors did not require proof for excuses. The characteristics of courses and instructors likely to promote excuse-making by both procrastinators and nonprocrastinators also were examined. These results reflect the need by administrators and personnel to consider individual and situational differences when implementing student-centered intervention programs.
Investigated whether students attending colleges that differed in admission selectivity, differed in their self-exploration. Students from 3 undergraduate institutions were chosen, 324 from a nonselective college, 375 from a moderately selective college, and 171 from a highly selective college. The measures used were Identity Style Inventory and Procrastination Assessment Scales-Students (PASS). The students at the nonselective college reported a more diffuse/avoidant identity style than students at the moderately selective or highly selective college. Students at the highly selective college reported a strong information-oriented identity style. Across institutions, academic procrastination was positively related to a diffuse ego-identity and negatively related to an information-oriented identity. Implications for instructional development and institutional programming have been highlighted. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
500 students and 150 faculty members in 5 collegiate settings were asked the extent to which they procrastinated, as well as faculty perceptions of student procrastination. Results show a significant difference between faculty and student perception of student procrastination; a very small negative correlation between GPA and procrastination; significant differences in procrastination among freshmen, sophomores, juniors and seniors; and that faculty perception of student procrastination differed significantly according to the degree of the faculty member and his/her area of expertise. (9 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Clear power differentials between teacher and pupil and the assignment of well-delineated tasks within specified time constraints characterize the academic system. Most university students are supremely adept at working within that structure. Many students who outwardly adapt to the system, however, engage in an intense and private ritual that comprises five aspects: calculated procrastination, preparatory anxiety, climactic cramming, nick-of-time deadline-making, and a secret, if often uncelebrated, victory. These adept students often find it difficult to admit others into their efficient program of academic survival. Although such behaviors are adaptive for school rhythms and expectations, these students may also try to impose them onto personal relationships, including those that are psychotherapeutic. The students' tendency to transfer their longstanding habits of procrastination and cramming to the workplace after graduation is less problematic. The argument is made that school rhythms and expectations shape the workplace, not vice versa. Methods of addressing the troublesome aspects of these work styles are suggested. Rather than attempting to change existing work patterns, the therapist can identify the underlying psychodynamic drama and its attendant manifestations that are becoming problematic.