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Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students
Abstract
Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.
... Procrastination, which is a frequent failure at doing what ought to be done to reach one's goals is now a common phenomenon among students particularly those preparing for their final examination and this is doing more harm to their academic achievement than good. For instance, in a study carried out by Akinsola, Tella and Tella (2007) on 150 part 3 and 4 students from the department of mathematics and mathematics education of the University of Ibadan and University of Lagos, it was discovered that there is a significant correlation between academic procrastination and mathematics academic achievement. This implies that the more the subjects procrastinate, the more their achievement in mathematics decreased. ...
... This assertion is also supported by Solomon and Rothblum (1984) who posit that people tend to avoid tasks which they find unpleasant and engage in activities which are more rewarding especially with short-term over long term gains. Also, Akinsola, Tella and Tella (2007) observe that many students refer to mathematics as being difficult and as asserted by the learning common fact series, procrastination often results when a task seems difficult, unpleasant or overpowering. This is especially true of adolescents who often prefer pleasurable times to being constrained to do something. ...
... It can be seen as an emotional state caused by things man is incapable of doing and which if uncontrolled can be harmful to the individual. It was revealed by Akinsola, Tella and Tella (2007) that students who procrastinate resist completing assignment and other deadlines that create tension and anxiety. Also Effert and Ferrari (1989) demonstrate that procrastinators may also be emotional, overwhelmed and anxious, having less need for cognitive complexity and are more likely to attribute success to external and unstable factors (Solomon and Rothblum, 1984). ...
... Additionally, earlier research has shown that procrastination is becoming increasingly common among students [4]. This is acknowledged to be more detrimental to academic progress than beneficial [5]. This study also made reference to the fact that academic procrastination is one of several variables contributing to students' low math learning achievement [6]. ...
... A procrastinator may also need to begin with the easiest work and progress to more rigorous and difficult duties. Success in the easier task is likely to motivate and nudge him to attempt the more difficult task, thereby increasing his confidence in his ability to handle academic matters [5]. ...
... The result shows that exposing students to unconstrained, non-routine, contextualized-localized problems as formative assessment significantly reduces students' academic procrastination, which is consistent with the findings of Akinsola et al. that there is a significant difference between procrastination and mathematics achievement, with low procrastination having a higher achievement in mathematics [5]. Winarso and Agustin also stated that students who procrastinate less have higher academic performance and satisfaction [16]. ...
Different pedagogies are used in order to meet international standards, where Filipino pupils' performance is subpar. This results in a challenge for teachers to infuse the right strategy, like non-routine problem solving, to enhance students’ problem solving skills for both instruction and behavior improvement. This study demonstrates how offering students flexible time through non-routine, contextualized problems as formative evaluation improves their academic procrastination. This study will examine students' abilities to complete unrestricted, non-routine, contextualized tasks as well as a more intangible aspect like academic procrastination. The level of performance and whether there is a significant difference between students exposed to constrained and unconstrained non-routine contextualized-localized problems as part of formative assessments in terms of academic procrastination were determined using quantitative data collected using a descriptive research design. Although it was found that students' levels of academic procrastination remain unchanged, the numerical increase in the mean is a good thing to keep in mind. It is recommended that mathematics teachers employ unrestricted, non-routine, contextualized problems as formative assessments to gradually raise students' mathematics achievement and reduce academic procrastination.
... It is the building block for every thing in people's daily lives including mobile devices, architecture, art, money, engineering and sports. Akinsola and Tella (2007) stated that mathematics is an important school subject because it is associated with more academic or career opportunities and it is one of the compulsory subjects and a mandatory requirement for admission in higher institutions. No wonder, Agwah and Usman (2002) relates importance of mathematics to the scientific, industrial, technological and social progress of any society. ...
... This could be attributed to students' postponement or procrastination in mathematics related activities as they perceive it to be difficult. It was revealed by Akinsola, Tella and Tella (2007) that students who procrastinate resist completing assignment and other deadlines that create tension and anxiety. Also, Akinsola, Tella and Tella (2007) observed that many students refer to mathematics as being difficult and consequently, procrastination often results when a task seems difficult, unpleasant or overpowering. ...
... It was revealed by Akinsola, Tella and Tella (2007) that students who procrastinate resist completing assignment and other deadlines that create tension and anxiety. Also, Akinsola, Tella and Tella (2007) observed that many students refer to mathematics as being difficult and consequently, procrastination often results when a task seems difficult, unpleasant or overpowering. This is especially true of children who often prefer pleasurable times to being constrained to do something. ...
The study investigated academic procrastination as a predictor of mathematics anxiety of Primary four pupils in Nsukka Local Government Education Authority, Enugu State, Nigeria. Two research questions and two null hypotheses guided the study. The design is correlational survey research design. 103 public primary schools with a population of 12840 primary four pupils in the area were used for the study. A stratified sampling and simple random sampling techniques were used to draw 346 primary four pupils which were used for the study. A Questionnaire with two clusters was the instrument used for this study- academic procrastination inventory (API) and Mathematics Anxiety scale (MAS). The instrument was validated by three experts in the faculty of Education, University of Nigeria, Nsukka. Cronbach alpha reliability was used to determine the internal consistency of the instruments which yielded 0.87 and 0.91 respectively. Research questions were analyzed using Pearson r and R-square while the hypotheses were tested using analysis of variance (ANOVA) at 0.05 probability level. It was found that academic procrastination significantly predicts mathematics anxiety and that gender has no significant predictive power on pupils’ mathematics anxiety. It was recommended among others that lessons must be presented in a variety of ways to help pupils perceive mathematics as a pleasurable activity, to make the joy of mathematics to remain permanently with them and to ensure the development of a sustainable educational system. Moreover, teachers, parents, psychologists and counselors should help to inculcate and strengthen confidence, competence, effective use of time, good organization and the likes to avoid procrastination among these pupils.Keywords: academic; procrastination; anxiety and mathematics;
... the ability to control and dominate. (T Akinsola T & Tella, 2008). Apart from that, Nolan also mentioned other factors that influence time management in Akinsola. ...
... Unrealistic expectations and an overly perfectionist attitude. (T Akinsola T & Tella, 2008). In line with that, Santrock in (Sagita, 2017) said, causes of students procrastinating in studying include poor time management, difficulty concentrating and feelings of fear and anxiety. ...
Students are subjects in educational activities and school education, of course they have different tasks to complete. The background to this research is that students complete assignments in the morning and during school breaks, students are late doing assignments because they chat with friends, read novels, and sleep in class, students choose to participate. organization instead of doing assignments, students come late to school, spend a lot of time playing on cellphones and chatting with friends. This research aims to find out how much influence management has. time against student academic procrastination. The research method used is a correlational quantitative approach. The main population of this research was all students in class X and XI, totaling 116 students. The sample using the Proportional Stratified Random Sample technique was 70 students. The instrument used was a questionnaire. Data is processed through editing, coding, scoring and tabulation. The data analysis technique used is a simple linear regression test and the coefficient of determination (R2) test is used for high percentage effects. Based on analysis of the coefficient of determination, the R2 result was 0.194, which shows that the influence of the time management variable is 19.4% and the remaining 80.6% is influenced by other variables. Thus, the biggest impact of time management on academic procrastination is 19.4%.
... Diungkapkan oleh Ellis dan Knaus (dalam Akinsola, 2007) mempunyai anggapan kalau prokrastinasi ini sebagai bentuk penghindaran dari suatu kegiatan, dengan sengaja atau memperlambat dan pada akhirnya menggunakan alasan untuk membenarkan perilaku menunda pekerjaan itu untuk menghindar dari kesalahan atas yang dia perbuat. ...
... Noran (dalam Akinsola, 2007) mempunyai pendapat yang sama dengan pernyataan Ellis dan Knaus diatas, dia menganggap pelaku penundaan sebagai pihak yang tahu apa yang sebenarnya ingin dilakukan dan diharapkan, pelaku telah berencana untuk mencoba mengerjakan tugas tersebut, tetapi ia tidak mampu menyelesaikan atau hasilnya dirasa kurang sesuai dengan apa yang diharapkannya. Selaras dengan hal tersebut, Febrianti (2009) menguatkan bahwa perilaku prokrastinasi merupakan suatu kebiasaan menunda tugas-tugas atau pekerjaan yang pelaku lakukan secara sadar, sengaja dan berulang-ulang. ...
Changes in learning methods during the pandemic transition period are starting to return to normal. Activities outside of lectures such as student activity units began to be active again. Students are required to adapt and actively carry out activities on and off campus. Various cases faced by students cannot be avoided. Assignments in the form of individuals and groups with certain deadlines for collection. In the settlement of obligations as a student there are problems such as delays in work or assignments due to various factors. The behavior of procrastinating work in this case is also called academic procrastination behavior. This research is a quantitative study with a survey research design. The sample of this study was students majoring in Guidance and Counseling, State University of Malang batch 2020. The sampling technique used was simple random sampling. The research instrument is an inventory of academic procrastination. The data analysis technique is percentage. The results of the analysis showed that students belonging to the category of academic procrastination were 16 percent high. Students who belong to the category of moderate academic procrastination are 79 percent. students who belong to the category of low academic procrastination are 16 percent. students who belong to the category of academic procrastination are very low at 0 percent. It was concluded that the academic procrastination of Guidance and Counseling Department students was in the moderate category. This research can be used as data from the Department of Guidance and Counseling, State University of Malang and forwarded to LP2BK3A if the level of academic procrastination of Guidance and Counseling students at State University of Malang shows a high percentage and needs to be followed up. Abstrak: Perubahan Metode pembelajaran di masa transisi pandemi mulai kembali normal. Kegiatan-kegiatan diluar perkuliahan seperti unit kegiatan mahasiswa mulai aktif kembali. Mahasiswa dituntut beradaptasi dan aktif menjalani kegiatan di dalam dan diluar kampus. Berbagai kasus yang dihadapi para mahasiswa tidak dapat terhindar. Tugas dalam bentuk individu dan kelompok dengan tenggat waktu pengumpulan tertentu. Dalam penyelesaian kewajiban sebagai mahasiswa terdapat masalah seperti penundaan pekerjaan atau tugas karena berbagai macam faktor. Perilaku menunda-nunda pekerjaan dalam hal ini disebut juga dengan perilaku prokrastinasi akademik.Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian survei. Sampel penelitian ini adalah mahasiswa jurusan Bimbingan dan Konseling Universitas Negeri Malang angkatan 2020. Teknik penarikan sampel yang digunakan adalah simple random sampling. Instrumen penelitian ini adalah inventori prokrastinasi akademik. Teknik analisis datanya adalah persentase. Hasil analisis menunjukan mahasiswa yang termasuk kategori prokrastinasi akademiknya tinggi sejumlah 16 persen. Mahasiswa yang termasuk kategori prokrastinasi akademiknya sedang sejumlah 79 persen. mahasiswa yang termasuk kategori prokrastinasi akademiknya rendah sejumlah 16 persen. mahasiswa yang termasuk kategori prokrastinasi akademiknya sangat rendah sejumlah 0 persen. Disimpulkan bahwa prokrastinasi akademik mahasiswa Departemen Bimbingan dan Konseling dalam kategori sedang. Penelitian ini dapat dijadikan data Departemen Bimbingan dan Konseling Universitas Negeri Malang dan diteruskan kepada LP2BK3A apabila tingkat prokrastinasi akademik mahasiswa Bimbingan dan Konseling Universitas Negeri Malang menunjukan presentase yang tinggi dan perlu untuk di tindaklanjuti.
... Hopper (2005) and Phillips (2000) support this view in their assertion that mathematics to some students is often associated with pain and frustration and a decrease in the ability to perform higher mental activities and perceptual processes (Goleman 1996). Akinsola, Tella and Tella (2007) also recognize that many students refer to mathematics as being difficult. Moreover, students' prior negative experiences in mathematics class and at home when learning mathematics are often transferred, causing a lack of understanding of mathematics (Hong & Sas, 2006). ...
... The effect of procrastination on performance of an individual has great importance in an academic setting. Several studies have found a significant link between procrastination and unfavorable academic consequences represented variedly as poor grades, course withdrawal, delayed submission of assignments, decreased longterm learning, lower test scores, and lower grade point average (Solomon, & Rothblum, 1984;Johnson, & Bloom, 1995;Akinsola, & Tella, 2007). Students who possess perfectionist traits show more procrastination on academic activities (Solomon & Rothblum, 1984;Akkaya, 2007) in attempts to produce best results (Ferrari, 1992). ...
The present study was conducted to evaluate procrastination among students and its relationship with perfectionism and self-esteem. Asample of 100 college students comprising of 50 females from Kinnaird College for Women and 50 males from Forman Christian College a Chartered University Lahore were selected. Tuckman Procrastination Scale (TPS; Tuckman, 1991), Frost Multidimensional Perfectionism Scale (FMPS; Frost et al., 1990) and Rosenberg Self-Esteem Scale (SES; Rosenberg, 1965) were administered. Results of Pearson Product Moment Correlation revealed that perfectionism was positively correlated with procrastination. However, self-esteem was negatively correlated with procrastination and perfectionism. Independent Sample t-test analysis indicated that males scored higher on one dimension of perfectionism i.e. concern over mistakes and procrastination, whereas women had higher self-esteem. These findings highlighted the need for active measures to reduce the causes and consequences of procrastination for university students.
... Equally, Abubakar and Eze (2010) , Abubakar and Ejimaji (2010), Abubakar and Ihiegbulem (2010) , Abubakar (2010),reported a significant gender difference in academic achievement of Iranian students. Akinsola et al (2007) recorded no gender difference in procrastinatory behaviours and academic achievements between males and female students of University of Ibadan and University of Lagos. ...
Mathematics Education occupies a central position to all disciplines. This study considered age and gender as determinants of academic achievement (CGPA) of Mathematics students. The study used thirty eight (38) females and forty (40) males giving a total sample of seventy eight (78). Scatter-plot, mean and Standard deviation were used for the descriptive statistics while univariate analysis of variance (ANOVA) and multiple regressions were used for the inferential statistics. T-test was used to test the null hypothesis formulated (P 0.05).Result revealed a linear relationship between, age-CGPA and gender-CGPA. A low positive correlation coefficients was obtained for ages and gender (r=0.142 and 0.004) which were not significant. The predictor variables jointly accounted for 2.1% of the variance, age was the better predictor. The null hypothesis tested was accepted implying no significant gender difference in academic achievement of the students. It was suggested that some more variables be included so as to determine significant correlation of students' academic achievement of Mathematics students.
... This indicates that females procrastinated more than males in this study. Consistent with our findings, several studies have reported higher levels of procrastination among females than males (Akinsola et al., 2007;Ozer et al., 2009;Steel, 2007), while Gafni and Geri (2010) reported that gender and academic procrastination were not significantly related. The relationship between gender and procrastination has been partly attributed to personality differences between females and males in several studies ( Our results also indicated that females had more positive attitudes toward substance use than males. ...
Background and Aim:
University students are important members of society. They help form the future though their academic and professional achievements; thus, recognition of the factors that can affect the success of these students is essential. Several prevalent psycho-social factors have been recognized which can significantly affect the academic and professional outcomes of these students. Substance use disorder and procrastination are prevalent among university students and can significantly decrease their academic performance. The present study investigated the relationship between attitudes toward substance use and procrastination among medical students.
Method:
A total of 157 medical students were enrolled in the study. The participants completed the Drug Attitude Scale and a General Health Questionnaire. The data were analyzed using SPSS.
Results:
Procrastination was prevalent among medical students and the prevalence was higher among females than males. Moreover, there was a significantly positive relationship between procrastination and attitude toward substance use. This relationship was significantly higher among male participants.
Conclusions:
Procrastination and attitude toward substance use were significantly related among the medical students in this study.
Keywords: university student; attitude; procrastination; substance use disorder; youth
... Sekitar 50% dari pelajar melaporkan bahwa mereka malakukan prokrastinasi dan menganggapnya sebagai masalah. Noran (Akinsola, Tella & Tella, 2007) mendefinisikan prokrastinasi yaitu bentuk penghindaran dalam mengerjakan tugas yang seharusnya diselesaikan oleh individu. Individu yang melakukan prokrastinasi lebih memilih menghabiskan waktu dengan teman atau pekerjaan lain yang sebenarnya tidak begitu penting daripada mengerjakan tugas yang harus diselesaikan dengan cepat. ...
Prokastinasi merupakan perilaku menunda kegiatan, sehingga prokastinasi tidak patut untuk dilakukan pada santri, karena akan menghambat ketidaklancaran tugas yang dilakukan. Penelitian ini bertujuan untuk mengetahui hubuungan efikasi diri terhadap prokrastinasi pada santri tahfidz qur’an. Metode penelitian yang digunakan adalah metode kuantitatif. Alat pengumpulan data menggunakan skala efikasi diri dan skala prokrastinasi. Subjek dalam penelitian ini merupakan santri Pondok Pesantren Tahfidz Qur’an Ma’had Al Mubarok Litahfidzil Qur’an Al Karim Jambi dengan populasi berjumlah 382 santri, dan sampel sebanyak 67 subjek santri. Analisis data menggunakan korelasi product moment. Hasil penelitian menunjukkan bahwa koefisien antara efikasi diri dengan prokrastinasi adalah 0,256 dengan tingkat signifikansi 0,018 (p<0,05) dan menunjukan terdapat hubungn negatif yang signifikan antara Efikasi Diri dengan Prokrastinasi.
This research is a descriptive quantitative research which aims to: 1) Describe the level of academic procrastination in students of SMP Negeri 3 Yogyakarta for the 2021/2022 academic year. 2) Knowing the items in the academic procrastination questionnaire that are identified as high to be proposed as tutoring topics. The subjects in this study were 123 class VII students of SMP Negeri 3 Yogyakarta for the academic year 2021/2022. The data collection in this study used a survey method by filling out a questionnaire of 39 valid items out of 50 items that had been made previously and had a Cronbach Alpha reliability index of 0.877. The scale is arranged based on aspects of academic procrastination, namely: (1) there are delays in starting or completing work on the task at hand. , (2) slowness in carrying out tasks, (3) time gap between plans and actual performance, (4) doing other activities that are more enjoyable than doing the tasks that must be done. The results of the study show that (1) the level of academic procrastination carried out by students of SMP Negeri 3 Yogyakarta for the 2021/2022 academic year tends to be at a moderate level, in more detail, including 4.87% in the high category, 60.97% in the medium category, 29.26 % in the low category, and 4.87% in the very low category. (2) the results of item analysis showed 4 items (10%) identified as high, in the medium category there were 17 items (44%), 18 items (46%) in the low category. Based on the items in the high and medium categories, it can be proposed as personal study guidance topics. The proposed guidance topic concerns all aspects of procrastination.
This study explores the role of academic procrastination in shaping mathematics achievement in Nepali schools. Utilising a quantitative research design, a cross-sectional survey was conducted with 474 students selected through multi-stage cluster sampling from eight public secondary schools in Nepal. The data were analysed using t-tests, ANOVA, and multiple linear regressions. The findings reveal significantly higher levels of both academic achievement and procrastination. Moreover, a high level of academic procrastination was found to have a significant negative effect on mathematics achievement. Influential factors in this correlation include students’ ethnicity, study hours at home, family size, and parents’ educational background. Stakeholders, including parents, teachers, and policymakers, should collaborate synergisti-cally to address the underlying causes of procrastination and provide robust support mechanisms to enhance students’ learning outcomes.
Academic procastination is an activity of delaying tasks or work, from starting to completing academic-related tasks, which is done intentionally and repeatedly. The research aims to determine and reduce the level of academic procrastination using self-management techniques. This research uses a quantitative method by distributing questionnaires to students, the questionnaire given contains 36 items using a Likert scale. After conducting a pre-test, the researchers found 7 students out of 36 students who had high procrastination scores. An intervention was carried out on 7 students using self-management techniques. Then a post-test was given to find out whether there was a decrease in high procrastination scores after being given the intervention. There are positive results that there is a decrease in the value of academic procrastination as seen from the results of the pre-test and post-test.
Bu araştırmada Bilişsel Davranışçı Terapi (BDT) temelli psiko-eğitim programının ortaokul öğrencilerinin akademik erteleme davranışı üzerindeki etkisi test edilmiştir. Araştırma; deney ve kontrol gruplu 24 öğrencinin yer aldığı yarı deneysel modeldir. Veri toplama aracı olarak Akademik Erteleme Davranışı Ölçeği kullanılmıştır. Deneysel işlem öncesinde, deney ve kontrol grubuna akademik erteleme davranışı ölçeği ön test olarak uygulanmış, puan ortalamaları arasında anlamlı farklılık görülmemiştir. Deney grubuna sekiz oturumluk psiko-eğitim programı uygulanırken, kontrol grubuna uygulama yapılmamıştır. Araştırmanın verileri tekrarlı ölçümler için ANOVA ile analiz edilmiş ve son test puanlarına göre deney ve kontrol grupları arasında fark olmadığını görülmüştür. Ancak tekrarlı ölçümler arasındaki fark ile deney ve kontrol gruplarında olmanın ortak etkisinin anlamlı olduğu görülmektedir. Bu bulgulara göre BDT temelli psiko-eğitim programının, akademik erteleme davranışlarını azaltmada etkili olduğu sonucuna varılmıştır.
Bu araştırma, 2023 yılında Diyarbakır ilinde yaşları 12-18 arasında değişen, 170’i erkek ve 245’i kız olmak üzere 415 ergenin katılımıyla gerçekleştirilmiştir. Çalışmanın amacı; ergenlik dönemindeki bireylerde dijital oyun bağımlılığının akademik erteleme davranışını anlamlı olarak etkileyip etkilemediğinin incelenmesidir. OBÖ (Oyun Bağımlılığı Ölçeği) ve AEÖ (Akademik Erteleme Ölçeği) kullanılarak cinsiyet, gelir durumu, günlük dijital oyun oynama süresi, anne ve babanın eğitim durumları, evde sabit internet olma durumu ve yaş değişkenlerine ilişkin analizler yapılmıştır. Araştırma verilerin analizi IBM SPSS Statistics 27 programı kullanılarak yapılmıştır. İkili grupların karşılaştırılmasında T-testi ve ikiden fazla olan grupların karşılaştırılmalarında One-Way Anova ve Cronbach Alpha güvenirlik analizi uygulanmıştır. OBÖ ve AEÖ ile yapılan normallik testinin literatürde belirtilen sınırlar içerisinde olduğu saptanmıştır. Erkeklerin oyun bağımlılığı ortalama puanlarının kızlardan daha yüksek olduğu tespit edilmiş. Gelir durumu ve evde sabit internet olma durumu değişkenlerine göre incelendiğinde OBÖ için anlamlı farklılık görülmüş, AEÖ için anlamlı farklılık tespit edilememiştir. Günlük dijital oyunları oynamaya bağlı olarak incelendiğinde, oyun bağımlılığı ve akademik erteleme ölçeklerinde anlamlı farklılık tespit edilmiştir. Anne ve baba eğitim seviyesi değişkenlerine göre incelendiğinde OBÖ ve AEÖ için aralarında anlamlı farklılık tespit edilememiştir. Yaş ile OBÖ arasında negatif yönde düşük düzeyde anlamlı bir ilişki, AEÖ ile pozitif yönde düşük düzeyde anlamlı ilişki tespit saptanmıştır.
p dir="ltr"> Abstrak : Penelitian ini bertujuan untuk mengetahui: 1) prokrastinasi akademik, 2) faktor, dan 3) upaya mengatasi prokrastinasi akademik dalam penyelesaian skripsi tahun 2016 dan PAP 2017. Penelitian ini menggunakan penelitian kualitatif studi kasus. Sumber data penelitian dari informan (mahasiswa, Ketua PAP, dosen pembimbing skripsi, dan koordinator skripsi PAP), peristiwa (mahasiswa 2016 dan 2017 belum menyelesaikan skripsi), dan dokumen (riwayat status mahasiswa aktif, studi tambahan SIAKAD, dan konsultasi mahasiswa dengan dosen pembimbing). Sampelnya menggunakan teknik snowball dan purposive sampling—teknik pengumpulan data dengan wawancara dan dokumen. Keabsahan data menggunakan triangulasi sumber dan teknik. Teknik analisis data menggunakan model interaktif Miles & Huberman. Hasil penelitian menunjukkan: 1) Prokrastinasi akademik dalam menyelesaikan skripsi: a) keterlambatan memulai dan menyelesaikan tugas, b) keterlambatan tugas, c) kesenjangan waktu antara rencana aktual dan kinerja, dan d) melakukan aktivitas yang lebih menyenangkan. 2) faktor : a) internal : kondisi fisik (kelelahan), psikis (kurang motivasi dan rasa takut), b) eksternal : lingkungan keluarga. 3) dampak : a) bagi mahasiswa yang merasa tertekan, (b) bagi program studi menurunkan nilai AEE. 4) Upaya penanggulangan: a) upaya mahasiswa memotivasi diri, b) upaya program studi memotivasi, mengingatkan, menelpon, mengkomunikasikan terkait kendala, dan menawarkan solusi kepada mahasiswa.
Kata Kunci: dampak; faktor; penundaan akademik; skripsi; usaha
Abstract : The research aims to determine: 1) academic procrastination, 2) factors, and 3) efforts to overcome academic procrastination in completing thesis 2016 and 2017 PAP. This research uses case study qualitative research. Sources of research data from informants (students, Head of PAP, thesis supervisors, and thesis coordinators PAP), events (2016 and 2017 students haven’t completed their thesis), and documents (history of active student status, additional studies SIAKAD, and student consultations with supervisors). The sample uses snowball and purposive sampling techniques—data collection techniques with interviews and documents. Data validity using triangulation sources and techniques. The data analysis technique uses Miles & Huberman interactive model. The results showed: 1) Academic procrastination in completing the thesis: a) delay in initiating and completing tasks, b) delays in tasks, c) time gaps between actual plans and performance, and d) performing more enjoyable activities. 2) factors: a) internal: physical condition (fatigue), psychological (lack of motivation and fear), b) external: family environment. 3) the impact: a) for students who feel depressed, (b) for the study program reduces AEE value. 4) Efforts to overcome: a) efforts of students to motivate themselves, b) efforts of study programs to motivate, remind, call, communicate related to obstacles, and offer solutions to students.
Keywords: academic delay; effort ; factor; impact; thesis
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Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict
homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to extracurriculars outside of school. At the
individual and class levels, homework procrastination was associated positively
with homework cost and negatively with homework expectancy. Furthermore, at the individual level, homework procrastination was associated positively with surface approach and time on videogames, but negatively with homework effort. Implications for practice and further investigation(e.g. homework expectancy and surface approach) are discussed in relation to our findings
Academic procrastination is the failure to perform academic tasks on time or not doing at all. It can cause undesirable consequences for students' academic development and mental health. It has a complex structure that includes cognitive and emotional components in addition to its behavioral dimension. This study seeks to answer whether social media addiction mediates the relationship between satisfaction of basic psychological needs and academic procrastination. The participants were 647 university students (70.6% female and 29.4% male) representative of all the programs in the College of Education at a public university in Turkey. We used two analytic approaches to test the mediation effect (regression with bootstrap and structural equation modeling) and arrived the same conclusion. Results showed that social media addiction partially mediated the relationship between university students' basic psychological needs and academic procrastination. While greater satisfaction of basic psychological needs was directly related to a reduction in academic procrastination, indirectly, it was associated with a further decrease in academic procrastination through social media addiction. Thus, we suggest that preventive and curative psychological services should focus on enhancing the satisfaction of basic psychological needs (autonomy, competence, and relatedness) to help mitigate the development of social media addiction, which further reduces academic procrastination.
Öğrencilerin akademik hayatları boyunca derslere karşı benimsedikleri yaklaşımlar, ortaya koydukları davranış örüntüleri çeşitlilik göstermektedir. Bu çeşitlilik üzerinde etkili olan değişkenlerden bazıları da akademik erteleme ve akademik mükemmeliyetçilik durumlarıdır. Bu koşullar öğrencilerin derslere olan ilgileri, dersler verilen görevlere yönelik tutumları, görevleri yerine getirme şekil ve zamanları üzerinde etkilidir. Bu kapsamda bu araştırmanın amacı, okul öncesi eğitimi bölümü öğretmen adaylarının akademik erteleme davranışı düzeylerini saptamak ile akademik erteleme ve akademik mükemmeliyetçilik ile ilgili algılarını ve görüşlerini belirlemektir. Bu araştırma karma modellerden açımlayıcı sıralı desende tasarlanmıştır. Araştırmanın nicel aşamasında tarama modeli; nitel aşamasında temel nitel araştırma deseni kullanılmıştır. Araştırma kapsamında 2017-2018 yılı Gazi Üniversitesi Okul Öncesi Eğitimi bölümü 2. sınıf öğrencileri ile çalışılmıştır. Nicel aşamanın çalışma grubunu bu öğrencilerden uygun örnekleme yoluyla belirlenen (araştırmacıların yürüttüğü Özel Öğretim Yöntemleri dersine devam eden) 17 öğrenci oluşturmaktadır. Çalışma grubundaki öğrencilerin 16’sı kadın 1’i erkektir. Araştırmanın nitel aşamasını ise amaçlı örnekleme yöntemlerinden aşırı ve aykırı durum örnekleme yöntemi ile bu öğrencilerin arasından belirlenen 10 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak, Akademik Erteleme Davranışı Ölçeği, Öğrenci Değerlendirme Formu ve yarı-yapılandırılmış görüşme formu kullanılmıştır. Öğretmen adayları akademik mükemmeliyetçiliğin akademik başarılarına katkı sağlarken yıpratıcı bir özellik olduğunu; bu özelliğin sosyal yaşantılarını etkilediğini belirtmişlerdir. Özellikle akademik görevlerinin yoğun olması, bu görevleri anlayamamaları, yurtlarının kalabalık olması ve çalışacak alan bulamamaları gibi nedenler dolayısıyla erteleme davranışına daha çok yöneldiklerini ifade etmişlerdir. Katılımcılar akademik görevlerinin sosyal yaşantılarını etkilemediğini, sosyal yaşantıları nedeniyle akademik erteleme davranışı gösterdiklerini de belirtmişlerdir. Görüşmeler sonucunda, dersten sorumlu eğitimcilerin tutum ve davranışlarının akademik göreve karşı tutumlarında belirleyici olduğu, özellikle devam zorunluluğu ve ödev yoğunluğu olan derslere katılımlarının azaldığı, bu durumlarda yalnızca dersi geçmek amacında olduklarını ifade etmişlerdir.
This study focused on the effect of Cognitive-Restructuring counselling techniques in managing chemistry anxiety among Senior Secondary School in Tambuwal local government area of Sokoto State. The researcher employed quasi-experimental pre-test/post-test factorial design in which selected students were assigned to experimental groups and control group. The experimental groups were treated with cognitive restructuring counselling technique while the control group didn’t receive any treatment. The population of the study is 160 students with chemistry anxiety. 114 students were selected to participate in the study. Purposive sampling technique was used. The treatments were carried out within eight weeks of counselling sessions. Group counselling method was employed in the study. Each of the subjects was administered with pre-test/post-test research instrument. Validated instruments namely Derived Chemistry Anxiety Rating Scale (DCARS)) was used in generating response from the students. The researcher made use of dependent samples t-test to analysed hypothesis 1 and independent t-test was used to analysed hypothesis 2 tested at 0.05 level of significance. Results of this study shows that there was a significance differences in the effect of cognitive restructuring counselling technique on the pre-test/post-test means score on anxiety level among students with chemistry anxiety in Tambuwal local government. Equally there is no significant difference on the anxiety level between the group exposed to cognitive restructuring counselling technique and those in the control group in Tambuwal local government. Though there is difference but not significant. Based on these findings, it was recommended that counsellors could use Cognitive- Restructuring treatment as a technique to reduce anxiety in Chemistry among Secondary School Students since it has been identified as effective.
This research is motivated by the number of students who have low learning achievement. Academic procrastination is thought to be a factor that can affect student achievement. This study aims to describe the contribution of academic procrastination to student achievement. This study uses a quantitative approach with descriptive correlational and qualitative approaches. The research findings show that: (1) the picture of academic procrastination, student learning achievement is in the medium category (2) there is a significant negative contribution of academic procrastination to student achievement (3) the material related to reducing academic procrastination is partly contained in the BK program Class XI and XII SMA Pertiwi 1 Padang Academic Year 2016/2017 which have been compiled by the counseling teacher. Keywords: academic procrastination, learning achievementAbstrak: Penelitian ini dilatarbelakangi oleh banyaknya siswa yang memiliki prestasi belajar rendah. Prokrastinasi akademik dianggap sebagai faktor yang dapat mempengaruhi prestasi belajar siswa. Penelitian ini bertujuan untuk mendeskripsikan kontribusi prokrastinasi akademik terhadap prestasi belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan pendekatan deskriptif korelasional dan kualitatif. Hasil penelitian menunjukkan bahwa: (1) gambaran prokrastinasi akademik, prestasi belajar siswa termasuk dalam kategori sedang (2) terdapat kontribusi negatif yang signifikan antara prokrastinasi akademik terhadap prestasi belajar siswa (3) materi terkait pengurangan prokrastinasi akademik sebagian tertuang dalam program BK Kelas XI dan XII SMA Pertiwi 1 Padang Tahun Ajaran 2016/2017 yang telah disusun oleh guru BK.Kata kunci: prokrastinasi akademik, prestasi belajar
An attempt was made in the present investigation Aim: To study the impact of cognitive styles and self-efcacy on achievement motivation among high school students. Objective:To assess the impact of cognitive styles and self-efcacy on achievement motivation among high school students. Sample: The Sample of the present study consists of 400 high school students. Tools:Achievement Motivation Scale developed by Prathibha Deo and Asha Mohan (1985), Cognitive Styles inventory developed by Praveen Kumar Jha (2001) and Self-efcacy scale developed by Arun Kumar Sign and Shruti Narain (2014) were administered. Conclusion: Results revealed signicant impact of cognitive styles and self-efcacy on achievement motivation among high school students.
Dear editor,
We would like to provide a response to the latest article about esports, gambling and academic intervention,¹ which, on the other hand, can cause procrastination. Procrastination is a common phenomenon that affects many people, especially students.² Although it is often perceived as a negative trait, some argue that procrastination can actually lead to increased creativity and productivity under the right circumstances.³ However, research suggests that chronic procrastination can have detrimental effects on individuals’ well-being and academic performance.⁴ Therefore, it is essential for individuals to identify and address the underlying causes of their procrastination in order to mitigate its negative consequences.
Furthermore, recent studies have identified two distinct types of procrastination: active and passive.⁵ Intentional or active procrastination occurs when individuals voluntarily delay their work possibly for self-regulatory purposes.⁶ Active procrastination is associated with positive beliefs about the benefits of engaging in procrastination, such as increased creativity and improved coping skills. On the other hand, passive procrastination is characterized by avoiding tasks without any real intention or strategy.⁷ This type of procrastination is often driven by negative emotions such as anxiety and fear of failure, which can lead to poorer academic outcomes and increased stress.
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
This study aimed to test the application of Cognitive Behavior Therapy (CBT) in decreasing academic procrastination of college student. The experiment design was quasi-experimental pretest-posttest design. The effect of CBT in decreasing academic procrastination of college student was analyzed by comparing pretest and posttest results by Wilcoxon test. In the other hand, the qualitative data were collected by interview and analyzed by content analysis. The results was Cognitive Behavior Therapy (CBT) was able to improve the unhelpful rules that can lower academic procrastination behavior.
Using Partial Least Squares-Structural Equation Modeling with WarpPLS, this study examines the indirect effect of the relationship between learners' social media addiction and academic achievement in distance learning as mediated by academic procrastination. The study participants were 223 Filipino students at a secondary school in Cagayan, Philippines, who were chosen using convenience sampling. Sample sizes were calculated using the inverse square root and gamma-exponential methods. The findings indicated a positive and significant relationship between social media addiction and academic procrastination. There is also a negative and significant relationship between academic procrastination and learners' academic achievement. In terms of the indirect effects of the mediation model, the relationship between social media addiction and academic achievement is fully mediated by academic procrastination. This indicates that academic procrastination substantially impacts the strength of the correlation between social media addiction and academic achievement. The findings of the undertaking were discussed regarding their implications for institutions and future research.
With the increase in Massive Open Online Courses (MOOC) and Virtual Learning Environments (VLE), a general intuition about the student performance degradation is always attributed to the incorporation of technology in academic system. Procrastination is one of the perennial challenges faced by students that affects the overall academic performance. Computer-based learning environments have enhanced the overall academic system, but it sometimes a challenge for students to stick to assigned tasks and avoid procrastination. This is a comprehensive study conducted to uncover students’ behavior based on their interactions with the VLE. Information of students from versatile educational arenas including science, technology, engineering, mathematics, and social sciences have been included to gain understanding of student behavior to classify student behavior as probable to procrastinate or not. The study uses different unsupervised machine learning techniques including k-means, mini-batch k-means, agglomerative and hierarchical clustering to identify the correlations. Astonishing facts revealed by the study, representing little to absolutely no correlation between the final scores and the activities performed while interacting with the computer-based learning environments. The study also emphasizes on the need of detailed logs of students’ activity and properly annotated data to get valued insights for procrastination and academic performance of an individual, which would be helpful to identify students at risk of adverse academic performances and would lead to assist such students to improve their performance before off-track.
While procrastination has been found as a crucial indicator that negatively affects performance, no research has investigated using a learning management system (LMS) to formulate a learning typology based on daily learning patterns, grouping students into distinct clusters showing procrastination does affect performance via sequence analysis. This new-fangled approach, shifts away from using an inventory to measure procrastination that avoids self-report bias, poor recall, measurement errors, and researcher selection bias, to directly examining the learning pattern of students based on the exact time acts of procrastination. The findings confirmed the negative effect of academic learning procrastination but also surprisingly found that students who were delayed in their submission were positively related to performance. A relative conception of procrastination is proposed to explain the acts of executing procrastination. An analytical framework with a multimodal emphasis is recommended and outlined for studying procrastination that focuses on sequence analysis as the core model for online education research. The findings also discovered that students strategically used certain studying tactics over time to improve their learning which affects performance that could be discovered from the LMS. These strategies include varying their time length in studying, learning at a specific time of the day & day of the week, and practicing an appropriate launching time length for online learning. As the study was carried out during the COVID-19 period when all the students were restricted to online study, it provided empirical evidence of students in a completely online environment, a baseline for planning future online courses.
This research aims to determine the level of emotional intelligence and performance of teachers in the identified public elementary schools. Based on the findings, it can be noted that teachers have strong motivation and willingness as perceived by the administrators, and among all aspects of emotional intelligence, administrators perceived that teacher have enough self-management that dealt in times of difficulties. Moreover, teachers' performance on the identified 5 key areas were very satisfactory, thus, it is a strong predictor of teacher's awareness on their level of intelligence. Overall, finding suggest that although teachers have high level of emotional intelligence, low self-regulation and lack of accountability were seen as one of the teachers' weaknesses. By recognizing the results of this study, the overall findings suggest that emotional intelligence has a specific buffering effect affecting intrapersonal and interpersonal processes.
هراس اجتماعی عموماً یک تخریب اساسی در فرایند پردازش اطلاعات افکار نگرش ها و اعتقادات در نظر گرفته شده که باعث تحریک و نگهداری عواطف و رفتارهای وابسته به هراس اجتماعی میشود. پژوهشگران تحریف های فکری معینی چون بیکفایتی ادراک شده و ترس از ارزیابی منفی را از عوامل ایجاد هراس اجتماعی معرفی کردند اما انتظار میرود که اگر فردی محیط را حمایتگر ارزیابی کند در شرایط تنش زا بتواند به طور موثرتری با موقعیت کنار آمده و راهکارهای لازم را اتخاذ کند. بر این اساس هدف پژوهش حاضر رابطه بین جهت گیری زندگی و هراس اجتماعی در دانشجویان می باشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونهگیری خوشهای تصادفی انتخاب شده بودند مقیاس جهت گیری زندگی و مقیاس هراس اجتماعی را تکمیل نمودند. اعتبار و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه بهروش همزمان مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد که جهت گیری زندگی قادر به پیش بینی منفی و معنادار هراس اجتماعی است. همچنین بین دختران و پسران از لحاظ جهت گیری به زندگی تفاوتی مشاهده نشد. نتیجه اینکه هر چه افراد نگرش مثبت تری به زندگی داشته باشند موقعیت های اجتماعی یا غیر اجتماعی را بیشتر موافق با خواسته خود ارزیابی کرده و بنابراین هراس اجتماعی کمتری را تجربه میکنند
هراس اجتماعی عموماً یک تخریب اساسی در فرایند پردازش اطلاعات، افکار، نگرش ها و اعتقادات در نظر گرفته شده که باعث تحریک و نگهداری عواطف و رفتارهای وابسته به هراس اجتماعی میشود. پژوهشگران تحریف های فکری معینی چون بیکفایتی ادراک شده و ترس از ارزیابی منفی را از عوامل ایجاد هراس اجتماعی معرفی کرده اند اما انتظار میرود که اگر فردی محیط را حمایتگر ارزیابی کند در شرایط تنش زا بتواند به طور موثرتری با موقعیت کنار آمده و راهکارهای لازم را اتخاذ کند. بر این اساس هدف پژوهش حاضر بررسی رابطه بین حمایت جتماعی ادراک شده و هراس اجتماعی در دانشجویان میباشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونهگیری خوشهای تصادفی انتخاب شده بودند مقیاس چند وجهی حمایت اجتماعی ادراک شده و مقیاس هراس اجتماعی را تکمیل نمودند .اعتبار و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه بهروش همزمان مورد تجزیه و تحلیل قرار گرفت. یافته ها نشان داد که حمایت اجتماعی ادراک شده و قادر به پیش بینی منفی و معنادار هراس اجتماعی می باشد. همچنین بین میانگین نمرات دانشجویان دختر و پسر از لحاظ هراس اجتماعی نیز تفاوت معناداری مشاهده نگردید. نتیجه اینکه ادراک محیط اجتماعی و خانواده به عنوان محیطی حمایتگر پیش بینی کننده کاهش میزان هراس اجتماعی در دانشجویان است
خودکارآمدی و اجتماعی به باور افراد در مورد توانایی هایشان برای صحیح عمل کردن در موقعیت های اجتماعی اشاره دارد. افرادی که دارای نگرش مثبتی به زندگی هستند به ارزیابی آنچه می توانند به دست آورند در برابر آنچه قادر به کسب آن نیستند، میپردازند. اینگونه افراد موفقیت های اجتماعی خود را به توانایی های درونی خود نسبت میدهند که همین مسئله میتواند زمینهساز افزایش میزان خودکارآمدی اجتماعی در این افراد باشد. بر این اساس هدف پژوهش حاضر بررسی رابطه بین جهت گیری زندگی و خودکارآمدی اجتماعی در دانشجویان میباشد. ۱۱۸ دانشجو (۶۶ دختر و ۵۲ پسر) که به روش نمونهگیری خوشهای تصادفی انتخاب شده بودند مقیاس جهت گیری زندگی و پرسشنامه خودکارآمدی در موقعیت های اجتماعی را تکمیل نمودند. پایایی و روایی ابزار های مورد استفاده احراز گردیده است. اطلاعات جمع آوری شده با استفاده از تحلیل رگرسیون چندگانه بهروش همزمان مورد تجزیه و تحلیل قرار قرار گرفت. یافته ها نشان داد که جهتگیری به زندگی قادر به پیش بینی مثبت و معنادار خودکارآمدی اجتماعی است. همچنین بین دختران و پسران از لحاظ خودکارآمدی اجتماعی تفاوتی مشاهده نشد. نتیجه اینکه هر چه افراد نگرش مثبت تری به زندگی داشته باشند موقعیت های اجتماعی یا غیر اجتماعی را بیشتر موافق با خواست خود ارزیابی کرده و بنابراین خودکارآمدی اجتماعی بیشتری را احساس می کنند
Purpose
The study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a face-to-face setting.
Design/methodology/approach
This study conducted an analysis of covariance (ANCOVA) to investigate the impact of students falling behind (as proxy for self-regulation failure) on their final course mark. The sample comprised students from four undergraduate modules offered at a South African university in a face-to-face setting ( N = 1,604), as well as an ERT setting ( N = 1,478). Students falling behind were measured as the days behind, relative to the academic program, using learning management system (LMS) log data. The study further explored whether self-regulation failure had a greater effect on academic achievement in ERT as opposed to a face-to-face context.
Findings
The results indicated a negative correlation between self-regulation failure, evidenced by falling further behind in the academic program, and students' final course marks. Furthermore, the negative impact of falling behind was found to be greater on a student's final course mark during ERT compared to a face-to-face setting.
Originality/value
This study contributes to the literature on ERT by highlighting the increased negative effect of self-regulation failure on academic achievement in ERT as opposed to face-to-face teaching and learning. Findings of this research may be of value to educators and policymakers in identifying ways of supporting self-regulated learning in future ERT situations to ensure that academic success is maintained.
Introduction: Internet addiction and academic procrastination dangerous consequences and a high prevalence among adolescents and students.
Aim: This study aimed to investigate the effectiveness of metacognitive group counseling on internet addiction and academic procrastination of students.
Method: This quasi-experimental study had a control-group, pretest-posttest, two-month follow-up design. The statistical population consisted of all male high school students in Takestan, Iran, in the academic year of 2020-2021. A total of 30 people were randomly selected and divided into two experimental (n=15) and control (n=15) groups. Data were collected using the Questionnaires of Academic Procrastination (Solomon and Rathblum, 1984) and Internet Addiction (Young, 1996). The experimental group received metacognitive group counseling. data were analyzed using multivariate analysis of covariance and repeated measures ANOVA in SPSS-26.
Results: The results of analysis of covariance showed a significant difference between the experimental and control groups in reducing internet addiction (η2=0.36, P
This research aims to determine the level of emotional intelligence and performance of teachers in the identified public elementary schools. Based on the findings, it can be noted that teachers have strong motivation and willingness as perceived by the administrators, and among all aspects of emotional intelligence, administrators perceived that teacher have enough self-management that dealt in times of difficulties. Moreover, teachers' performance on the identified 5 key areas were very satisfactory, thus, it is a strong predictor of teacher's awareness on their level of intelligence. Overall, finding suggest that although teachers have high level of emotional intelligence, low self-regulation and lack of accountability were seen as one of the teachers' weaknesses. By recognizing the results of this study, the overall findings suggest that emotional intelligence has a specific buffering effect affecting intrapersonal and interpersonal processes.
Academic procrastination among university students is a common problem. The authors examined the prevalence, reasons, areas, and effects of academic procrastination in selected higher education institutions in the Amhara Region, Ethiopia. We also examined whether academic procrastination varied with respect to the institutional category and gender of the student. 323 students sampled from three universities, using a stratified sampling technique, completed the questionnaire. In a concurrent mixed-methods study, both qualitative and quantitative data are integrated starting from data collection through conclusion. The results indicate that nearly 80 percent of the students are procrastinators to varying degrees, of which half always procrastinate due to poor time management skills, lack of planning for academic activities, laziness, and stress. The results also showed that procrastination happens irrespective of gender and institutional realities and results in not only academic failure but also affects student affective and emotional behavior. Finally, it is suggested that students are expected to improve their time management practices to minimize negative effects of the delay. It is also suggested that universities shall include such activities in their student support systems as counseling and training on specific areas that students procrastinate most.
Siswa dapat mengembangkan potensi siswa melalui kegiatan organisasi. Siswa yang tidak dapat menjalankan dua tanggung jawab sebagai mahasiswa aktif dan organisasi dapat mengakibatkan dampak negatif pada akademik siswa. Prokrastinasi akademik antar siswa terjadi karena beberapa faktor salah satunya adalah kemampuan yang kurang baik pada siswa dalam mengelola dan mengatur diri sendiri, serta kurangnya orientasi tujuan masa depan yang ada pada masing-masing siswa. Penelitian ini bertujuan untuk mengetahui hubungan manajemen diri dan orientasi masa depan dengan prokrastinasi akademik kepada mahasiswa aktif dan organisasi di BEM KM Universitas Mulawarman Samarinda. Penelitian ini menggunakan pendekatan kuantitatif. Subjek penelitian ini adalah 100 anggota BEM KM Universitas Mulawarman Samarinda yang dipilih dengan menggunakan teknik purposive sampling. Metode pengumpulan data yang digunakan adalah skala manajemen diri, orientasi masa depan, dan prokrastinasi akademik. Data yang dikumpulkan dianalisis dengan metode Structural Equation Modeling (SEM) dengan bantuan perangkat lunak Amos versi 22. Hasil penelitian ini menunjukkan bahwa manajemen diri dengan prokrastinasi akademik menunjukkan nilai CR -7.889 ≤ 1,96 dan nilai P 0,000 < 0,05 yang berarti bahwa manajemen diri memiliki hubungan negatif dengan prokrastinasi akademik. Kemudian pada orientasi masa depan dengan prokrastinasi akademik menunjukkan nilai C.R -1,823 ≤ 1,96 dan nilai P 0,068> 0,05 yang berarti bahwa orientasi masa depan tidak ada hubungannya dengan prokrastinasi akademik.
Penelitian ini bertujuan untuk mengetahui pengaruh hardiness dan efikasi diri terhadap regulasi diri pada penari tradisional di Samarinda. Penelitian ini menggunakan pendekatan kuantitatif. Subjek penelitian ini adalah 62 penari tradisional yang masih bersekolah di Samarinda. Penari tersebut dipilih dengan menggunakan teknik sampel jenuh. Metode pengumpulan data yang digunakan adalah skala hardiness, efikasi diri, dan regulasi diri. Data yang didapat dianalisis menggunakan uji analisis regresi linear berganda dengan bantuan program Statistical Package for Social Sciences (SPSS) 21.0 for windows. Hasil penelitian menunjukkan bahwa : (1) ada pengaruh positif dan signifikan hardiness terhadap regulasi diri penari tradisional dengan koefisien (β) = 0.270, serta nilai t hitung > t tabel (2.500 > 2.001) dan nilai p = 0.015 (p < 0.05); (2) ada pengaruh positif dan signifikan efikasi diri terhadap regulasi diri penari tradisional dengan koefisien (β) = 0.533, serta nilai t hitung > t tabel (4.936 > 2.001) dan nilai p = 0.000 ( p < 0.05 ); (3) ada pengaruh positif dan signifikan hardiness dan efikasi diri terhadap regulasi diri pada penari tradisional dengan nilai f hitung > f tabel ( 31.146 > 3.15 dan nilai p = 0.000 (p < 0.05). Kontribusi pengaruh (R2) hardiness dan efikasi diri terhadap regulasi diri adalah sebesar 0.514.
Introduction: Internet addiction and academic procrastination dangerous consequences and a high prevalence among adolescents and students. Aim: This study aimed to investigate the effectiveness of metacognitive group counseling on internet addiction and academic procrastination of students. Method: This quasi-experimental study had a control-group, pretest-posttest, two-month followup design. The statistical population consisted of all male high school students in Takestan, Iran, in the academic year of 2020-2021. A total of 30 people were randomly selected and divided into two experimental (n=15) and control (n=15) groups. Data were collected using the Questionnaires of Academic Procrastination (Solomon and Rathblum, 1984) and Internet Addiction (Young, 1996). The experimental group received metacognitive group counseling. data were analyzed using multivariate analysis of covariance and repeated measures ANOVA in SPSS-26. Results: The results of analysis of covariance showed a significant difference between the experimental and control groups in reducing internet addiction (η2=0.36, P<0.01, F=14.63) and academic procrastination (η2=0.37, P<0.01, F=15.34). The results of repeated measures ANOVA showed the persistent effectiveness of metacognitive therapy in reducing internet addiction and academic procrastination in the long run. Conclusion: Based on the present findings, metacognitive group counseling was effective in reducing the students educational procrastination and internet addiction. It is suggested to consider metacognitive group counseling sessions for students in school activities to improve their academic progress and reduce their internet addiction. Keywords: Metacognitive, Internet addiction, Procrastination
To understand the relationships between flipped learning, self-regulated online learning and academic procrastination, this study constructs a mediation model to examine the impact of flipped learning on pre-service teachers’ self-regulated online learning behaviors and academic procrastination. A total of 396 pre-service teachers enrolled in a university in Turkey participated in the study, 306 (77.3%) of the participants were female and 90 (22.7%) were male. Three different data collection tools were used in the study: Flipped Learning Scale, Self-Regulated Online Learning Questionnaire, and The Scale of Academic Procrastination. Path analysis technique was used to analyze the data. The study found that while learning support, the dimension of the flipped learning scale, predicts self-regulated online learning in a significant and positive way, self-regulated online learning predicts academic procrastination in a significant and negative way. One unit increase in learning support increases students’ self-regulated online learning by 0.25 units (t = 5.05; p < .001). On the other hand, a one-unit increase in self-regulated online learning decreases students’ academic procrastination by 0.54 units (t = -12.80; p < .001). In addition, self-regulated online learning has a full mediating effect in the relationship between learning support and academic procrastination.
This study examined the structural relationships among self-efficacy, resource management, and learning engagement during the COVID-19 era based on self-regulation theory. We also investigated whether the level of depression moderates the structural relationships among the factors by comparing a non-depressed group and a moderate-to-high depressed group. This study confirmed that resource management influenced learning engagement regardless of the depression level. Self-efficacy for learning also influenced resource management. The implications of this study are that self-efficacy is a prerequisite for resource management for learning. However, the direct influences of self-efficacy on learning engagement were observed only in the non-depressed group. Self-efficacy for learning indirectly influenced learning engagement through resource management in the depressed group. The self-regulated behaviors, such as resource management should be encouraged to enhance learning engagement of depressed students. Students' depression should also be monitored on a regular basis to help improve learning engagement during as well as after the COVID-19 era.
AbstrakOrientasi masa depan merupakan variabel yang dapat mempengaruhi prokrastinasi akademik pada mahasiswa yang sedang mengerjakan skripsi. Penelitian ini merupakan penelitian korelasional yang bertujuan untuk melihat bagaimana hubungan antara orientasi masa depan dengan prokrastinasi akademik pada mahasiswa. Penelitian ini merupakan penelitian kuantitatif korelasional denggan alat pengumpulan data berupa skala orientasi masa depan disusun berdasarkan teori Nurmi (1991) dan skala prokrastinasi akademik disusun berdasarkan teori Ferrari dkk (1995). Subjek penelitian adalah mahasiswa Fakultas Sain dan Teknologi UIN Suska Riau. Teknik pengambilan sampel penelitian menggunakan non probability sampling, dimana pengambilan sampel memberikan peluang yang sama bagi mewakili populasi untuk dipilih menjadi sampel penelitian dengan jumlah sampel 141. Metode pengumpulan data menggunakan skala psikologi yaitu skala orientasi masa depan dan skala prokrastinasi akademik. Hipotesis yang diajukan adalah terdapat hubungan negatif antara orientasi masa depan dengan prokrastinasi akademik pada mahasiswa. Berdasarkan hasil analisis korelasi product moment dari pearson’s hipotesis diterima terdapat hubungan yang signifikan artinya semakin tinggi orientasi masa depan maka semakin rendah orientasi masa depan pada mahasiswa dan semakin rendah orientasi masa depan maka semakin tinggi prokrastinasi akademik.Kata kunci: Orientasi masa depan; prokrastinasi akademik
The present research work aims at exploring the aspect of academic procrastination as well the notions of anxiety and time management that are seen to be highly linked to this issue. We aim at providing an answer to the question raised about which extent these factors lead to procrastination. For this purpose, our investigation targeted students at Ibn Khaldoun University"s EFL department. We used a questionnaire to collect the necessary data since it was more inclusive. The results revealed that anxiety and time management have a great role in academic procrastination OEB Univ. Publish. Co. التنظيم ين مستقر الطالب يكن لم إذا الذاتي. ، الوقت ة إدار حيث من ومنظمين ً عاطفيا قد حاد. أكاديمي لفشل ا يخضعو أن فيمكن المحددة الميام إكمال في التأخير يؤدي انخفاض إلى المحدد الوقت وفي بنجاح ة المتكرر أو الفاشمة اسية الدر الفصول و الدرجة المفتاحية: الكممات األكا المماطمة القمق ، ديمية الوقت ة إدار ، الذاتي التنظيم ، امل العو ، along with lack of self-regulation. Students if not emotionally stable and regulated in terms of time management can undergo severe academic failure. Delay in completing given tasks successfully and on time may result in low grade and failed or repeated semesters.
While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.
It has been argued that the ways teachers were taught and the behaviour patterns they developed for coping with feelings exert a long pull on their teaching. It follows, therefore, that if teachers are to comprehend and appreciate the nature of mathematics and mathematical thinking, they must experience as learners, the kinds of mathematical knowledge and thinking that they are expected to teach. Similarly, if teachers are to appreciate the use of instructional materials and tools, especially the new technology (computer), in mathematics instruction, they must experience as learners, and be exposed to the use of such technology in mathematics teaching, as a model of what they themselves might do. The study was designed to investigate the attitude of undergraduate mathematics education students to computer usage and the problems facing the effective integration of computers into mathematics instruction in Nigerian Universities. Three hundred undergraduate mathematics education students and thirty mathematics educators were selected for the study through stratified random sampling technique. Two sets of questionnaires- one for the students and the other for the mathematics educators were used, for data collection. Percentage, means and t-test statistic were used for data analysis . The results revealed non- availability of manpower and computers in the universities for the training of mathematics education students due to inadequate funding of higher education in Nigeria. Therefore, the student teachers are not exposed to computer usage in mathematics instruction. Some of the recommendations made include: more money should be made available for the universities to enable them acquire both human and material resources for effective integration of computers into mathematics instruction at undergraduate level.
Examined self-reported personality factors related to decisional procrastination (DP) in 111 undergraduates, who completed psychometric scales that included the Jenkins Activity Survey. Results suggest that DP involved a tendency toward cognitive failures (e.g., forgetfulness) and was related to speed and impatience at task deadlines and low competitiveness at those tasks. DP was also related to low self-esteem. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The study investigated the relationship between academic procrastination and academic performance of university students in a Nigerian university. Subjects consisted of 185 final-year education students (Male = 98, Female = 87) of Obafemi Awolowo University, Ile-Ife, Nigeria. One research instrument, the Procrastination Scale (PS), developed and validated by Lay (1986), was used to collect data for the study. Data on subjects’ academic performance using their Cumulative Grade Point Average (CCPA) were also collected from their departments. Results from Pearson Product Moment Correlation analysis and one-way Analysis of Variance indicate that subjects’ academic performance had significant inverse relationship with procrastination. The results also showed that there was a significant difference between the academic performance of low and moderate procrastinators with low procrastinators performing better than moderate procrastinators. The study brings into focus the need for Nigerian counsellors to recognize procrastination as a behavioural problem which requires professional counselling intervention
Two studies assessed predictors of academic procrastination and the impact of this behavior on exam performance. In Experiment 1, (n = 411), high dispositional self-handicappers and procrastinators studied less, delayed more on exam preparation, and scored lower on course exams. In Experiment 2, (n = 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.
The purpose of this study was to compare the effect of working in groups, goal-setting, and a control condition on the self-regulated performance of subjects at high, middle, and low levels of self-efficacy. A self-regulated performance task called Voluntary Homework System or VHS offered subjects the opportunity to write different types of test items for extra credit bonuses in an educational psychology course as a function of the magnitude of their performance relative to their classmates. Although no performance differences were found among the three conditions overall, there was a strong interaction between performance condition and individual level of self-efficacy. The group or cooperative condition showed the greatest enhancement of the performance of middle self-efficacy level subjects relative to the other conditions, whereas the goal-setting condition had its greatest effect on the performance of low self-efficacy subjects relative to the other conditions. For high self-efficacy subjects, the control condition was most salutory. Clearly, the self-beliefs of the individual, particularly in regard to his/her perceived self-competence to perform, must be taken into account when choosing a condition or circumstance intended to function as a motivator of self-regulated performance.
Concurrent correlates of academic procrastination were investigated in Israeli college preparatory students (N = 113). Procrastination in one course of study was found to be moderately correlated with procrastination in another, but not to procrastination in the routine tasks of daily living. Evidence for the validity of self-report procrastination scales was the moderate correlation with instructors' ratings. Procrastination was weakly related to emotional upset about it and moderately related to the endorsement of reasons for it—students high in procrastination and emotional upset gave higher reason endorsements (i.e., cited suggested reasons as more reflective of the causes of their procrastination) than the others. Reasons that were judged a priori as less threatening to one's self-esteem received higher endorsements than threatening ones. Contrary to prediction, reasons considered nonthreatening to one's self-esteem were as strongly related to emotional upset and to procrastination as threatening reasons. That students vary in emotional upset about procrastination and in the reasons they give for it highlights the need for comprehensive assessment of students in planning and implementing treatment programs.
Female college students (N = 112) completed a test battery of personality scales and performance tasks at home over four consecutive evenings, under one of eight combinations of the following experimental conditions: Schedule Source (experimenter versus self) × Scheduled Starting Time (strict versus lenient) × Plausibility of the Experiment. Delay in starting, summed over four evenings, constituted the measure of behavioral procrastination. This measure was moderately correlated with high test anxiety scores and low self-regulation. Procrastination was exacerbated when subjects were permitted to schedule the time of their expected completion of the test battery. Significant interactions of specific experimental conditions and specific personal traits demonstrated the situational requirements for trait-behavior relationships to emerge. Findings supported the internal consistency and construct validity of the behavioral procrastination measure. The practical and heuristic applications of a stimulus-organism-response (S-O-R) design and the theory-coordinated choice of experimental manipulation and corresponding organismic variable are recommended for future investigations of procrastination.
Ability, high school achievement, and procrastinatory behavior are tested as predictors of college performance in 194 women and 54 men. Ability was operationalized by total Scholastic Aptitude Test score, achievement by average grade earned in high school, and procrastination by score on the Procrastination Assessment Scale (PASS). It was hypothesized that procrastination could account for variance beyond that explained by ability and high school achievement in predicting college grade point average (GPA). Self-handicapping, a form of excuse making, was also included as a predictor. Results showed that procrastination does account for a significant portion of variance in college grades beyond that explained by ability and high school grades. For men, high school achievement was the strongest predictor of college performance; for women, ability was the strongest predictor. Self-handicapping did not account for any variance in GPA.
Procrastination may be a means of getting revenge for mistreatment by others or inequities from life. Across two samples, the relation between procrastination and revenge was assessed. In Sample 1, 263 college students completed self-reported inventories on revenge and decisional and behavioral procrastination. Revenge was significantly related to decisional procrastination, behavioral procrastination, and dysfunctional procrastination. In a second sample, 277 other college students completed the procrastination and revenge scales, plus measures of irrational beliefs and just world. Results indicated that only a just world belief was related significantly with decisional, behavioral, and dysfunctional procrastination. Irrational beliefs and revenge were not significantly related to procrastination in this sample. Taken together, these studies indicate that people may not openly admit the use of “procrastination as revenge,” and the relation between these personality variables is tentative at best.
The purpose of this study was to develop a self-report measure of procrastination tendencies and to investigate its relationship to a behavioral measure of procrastination and to a self-report measure of general self-efficacy. In a pilot study, the 72-item scale in a 4-point Likert-type response format was developed and administered to 50 college juniors and seniors. A factor analysis of the results yielded two factors which formed the basis for reducing the scale to 35 items with a resulting reliability of .90. The relationship between scores on the 35-item instrument and performance on a self-regulated performance task called the Voluntary Homework System (VHS) yielded a correlation of -.54, and a coefficient of -.47 was observed between the 35-item scale and the General Self-Efficacy Test (GSE; both correlations of p < .001). The correlation between GSE and VHS scores was .29 (p < .05). In a subsequent study of 183 college students, a factor analysis of scores on the 35-item scale yielded a single-factor structure and a condensed scale of 16 items with a reliability of .86. This shortened version of the procrastination scale was recommended for use as a means of detecting students who may tend to procrastinate in the completion of college requirements.
Cognitive and metacognitive strategies, often referred to as "study skills," are considered essential to being successful in college. Their importance is underscored by the fact that academic tasks at the college level tend to demand far more higher-level thinking and independent learning than those encountered in secondary school (Carson, Chase, Gibson, & Hargove, 1992). Instruction in these strategies is currently the subject of much interest and research in education. An example of a general approach to teaching learning strategies, labeled "learning-to-learn," has its basis in informational and generative models of learning, and its emphasis on self-regulated and strategic learning (Simpson, Hynd, Nist, & Burrell, 1997). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper considered three studies designed to examine procrastinatory behavior. In Study I, a general form (G) of a true-false procrastination scale was created. This form was based on an earlier version of the scale containing parallel forms A and B. Procrastination was positively related to measures of disorganization and independent of need-achievement, energy level, and self-esteem. High scorers on the procrastination scale were more likely to return their completed inventory late. Procrastination was unrelated to grade-point average (R = −10). In Study II, subjects completed Form G of the procrastination scale and a variation of Little's (1983) Personal Projects Questionnaire. Based on ratings of their personal projects, procrastinators and nonprocrastinators were distinguished in a number of ways, foremost being the nonprocrastinator's more positive response to the project dimension of stress and the procrastinator's greater sensitivity to how enjoyable the project was in terms of time spent. In Study III, after completing a personality inventory, air-passengers awaiting their flight departure were asked to take an envelope with them and to mail it back on a designated date. Procrastinators were less accurate in doing so than were nonprocrastinators. Various aspects of procrastinatory behavior were discussed, including a reconsideration of the defining of the construct.
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