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Academic Procrastination among Outstanding achieveme nt and Non-Achieving Female Universit y Students
251
Academic Procrastination among Outstanding achievement and Non-Achieving
Female University Students
Majed Saeed Aldalham
Assistant Professor, Special Education Department, King Khalid University, Saudi Arabia
Email: poppyyalvianolita@fisip.unmul.ac.id
http://dx.doi.org/10.47814/ijssrr.v5i11.697
Abstract
The purpose of this study was to assess the level of academic procrastination among university
outstanding achievement and non-achieving students. The sample consisted of 256 students studying at
the College of Education at King Khalid University, selected randomly, and the academic procrastination
questionnaire was applied online. The results of this study indicated that the academic procrastination
level of the outstanding and non-achieving university students was average. The results also revealed no
statistically significant differences (α ≥ 0.05) due to the effect of academic achievement on academic
procrastination. Also, there are no differences in academic procrastination due to the educational level,
except for the negative perception of the instructor subscale that there were statistically significant
differences in academic procrastination in favour of third and fourth-level students. In light of these
results, the study emphasizes the necessity of counselling programs to reduce academic procrastination
among female university students through strategies to increase self-confidence,educational effectiveness,
responsibility, and stress coping strategies.
Keywords: Academic Procrastination; Outstanding Achieving Students; Non-Achieving Students;
Educational Level
Introduction
Academic procrastination is commonly spread in different educational environments. As a result
of technological advances and accelerated digital use of smart devices and social media applications,
learners are becoming increasingly distracted from their tasks, and task accomplishment is negatively
influenced by delay and missing out on deadlines.
Academic procrastination refers to one's tendency to postpone accomplishing academic activities
(Maharani et al., 2020) and unjustified deferment of achieving highly demanded instructional assignments
and tasks (Vural & Gunduz, 2019). Academic procrastination is more commonly spread among university
students in various specializations than in other education stages (Shahzada et al., 2017; Klingsieck,
2016), where 70% of university students are impacted by this phenomenon (Goroshit & Hen, 2019).
International Journal of Social
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Furthermore, academic procrastination can be conceptualized as an intentional act of deferring the
accomplishment of assignments, although knowing that such deferment may exacerbate the learning
problems (Gareau et al., 2018). Thus, Academic procrastination is commonly practised in academia,
representing the last moment to start working on an assignment, and most students are inclined to
academic procrastination in their academic life (Bakar & Khan, 2016).
Academic procrastination is argumentative in different educational levels because it associates
with the fact that learners lack a specific timetable to accomplish their assignments, which counteracts the
quality of the teaching-learning process, and on the other side, may affect student achievement in
examinations that need verbal or written responses, especially when they start working on assignments in
the last moment (Saracaloglu et al., 2018; Gunduz, 2019). Procrastinated decision-making may yield
delayed accomplishment of significant duties, thereby dissatisfaction of employees and low morality
(Ferrari, 1994). The delayed performance of tasks and assignments that need to be accomplished on time
may lead to many significant problems, whether for students or the academia (Akdemir, 2019), and
ignorance of the procrastination problem might cause various psychopathological symptoms (Goroshit &
Hen, 2019), and negatively affect student's academic performance, learning skills and reduced motivation
(Fukuda, Sakata and Pope, 2019). In general, the problem of procrastination may also lead to other
educational problems such as academic failure, low achievement, inadaptability, and poor performance
(Kurtovic et al., 2019; Gaudreau & Kljajic, 20.18).
There are an increasing number of studies investigating the causes of academic procrastination.
Various theoretical frameworks were suggested to enhance self-efficacy and self-regulation to reduce fear
of failure and prevent academic procrastination among students (Steel and Klingsieck, 2016; Zhang et al.,
2018)
The ineffective dealing with academic procrastination may lead to psychosomatic and negatively
affect students' academic and professional performance, such as low achievement and psychological
maladjustment (Gaudreau, 2018; Goroshit & Hen, 2019; Kljajic and Kurtovic et al., 2019)
Al-Nawajha & Baraka (2018) reported that as the major impediment to production, excellence,
and high achievement, procrastination significantly counteracts the performance of a task, thereby
remaining stuck between intention and action and keeping an individual in a state of self-denial, losing
the sense of life meaning. Regarding causes behind procrastination, Mayson, Khwailed & Kabylie (2018)
reported that many factors, including the low self-confidence of a student, may result in the delayed
accomplishment of assignments to the last moment. However, other reported factors include life demands,
environmental circumstances, inability to take responsibility, stressors, and related problems.
In this context, many causes of academic procrastination among students were identified,
including intricate task anxiety, low self-confidence, fearing inferiority feeling, distraction, hesitation,
boring with details (Shana'a & Sawalha, 2018).
Many studies that addressed academic procrastination were interested in the level of
procrastination and factors that influence procrastination behaviour. For instance, Akdemir (2019) found
that student teachers typically don't show academic procrastination behaviour. However, Kurtovic,
Vrdoljak, and Idzanovic (2019) revealed negative correlations between achievement, self-effectiveness,
perfection, and academic procrastination among college students. Similarly, Ozer and Yetkin (2018)
showed a strong negative relationship between self-efficacy and academic procrastination behaviours.
Results revealed that gender and educational level variables didn't significantly influence academic
procrastination behaviour. Saracaloglu et al. (2018) showed differences in procrastination levels due to
gender and the differences in favour of males.
On the other hand, Borekci and Uyangor (2018) revealed a negative relationship between degrees
of achievement and anxiety on the thinking test and academic procrastination. Korkmaz, Ilhan, and
Academic Procrastination among Outstanding achieveme nt and Non-Achieving Female Universit y Students
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Bardakci (2018) reported a significant role of academic procrastination in the academic achievement of
normal and gifted students. Sawalha & Sawalha (2018) indicated that academic procrastination was rated
at average estimation. Finally, Balkis and Duru (2017) found differences in academic procrastination
levels by gender in favour of males.
The review of related literature showed that many studies aimed to conceptualize academic
procrastination and identify the causes, pervasiveness, and critical criteria for procrastination. Therefore,
the current study aimed to assess the academic procrastination level among university students and to
reveal the differences between outstanding achievement and non-achievement students in academic
procrastination.
Methods
Participants
The survey was conducted with female undergraduate students from the faculty of education in
the Special Education and Preschool Early Education departments at King Khalid University, using a
random sampling method. All participants provided informed consent in this study. A total of 256 valid
questionnaires were collected via an online system.
Instruments
The Ocak and Bulut's Academic Procrastination Questionnaire (2015) (cited in Al-Rababa &
Makableh, 2019) was used. The questionnaire includes 38 items in four dimensions: academic
procrastination responsibility, perceived quality of the academic assignment, passive perception of
teacher, and passive attitude to academic perfection. The correlations coefficient of the items with the
total score of the questionnaire ranged between (0.21-0.56), and the subscales ranged between (0.38-
0.87). All the correlation coefficients were acceptable and significant at (0.05 and 0.01) levels. The
Cronbach's alpha coefficient of the overall questionnaire was (0.89), and the Cronbach's alpha for the
subscales ranged between (0.76-0.87) as well, as the retested coefficients for subscales ranged between
(0.85-0.88) and (0.92) for the overall questionnaire.
Statistical Standard
The study used the Likert 5-point scale for correcting academic procrastination by assigning one
degree for each item. The ratings: strongly agree, agree, neutral, disagree, and strongly disagree were
assigned the weights 1, 2, 3, 4, and 5, respectively. For statistical analysis, the averages (1.00-2.33),
(2.34-3.67), and (3.68-5.00) were assigned low, average, and high ratings, respectively.
Procedures
The current study adopts the descriptive analytical approach to measure the level of variables and
find out the differences in respondent responses by educational level and achievement. The sample was
selected using the formula (Steven K. Thompson), where 260 online questionnaires were sent to
participants. The authors treated data collected with confidentiality. Among the questionnaires sent, 256
were returned and found valid for statistical analysis.
Data Analysis
The SPSS 21.0 software was used to obtain all statistical data. The measurement data showed an
approximately normal distribution after the normality test (the absolute values of Skew and kurtosis are
both less than 1). The descriptive statistics of means, standard deviations, and T-test were used to measure
Academic Procrastination among Outstanding achieveme nt and Non-Achieving Female Universit y Students
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the effect of achievement on academic procrastination. One-way analysis of variance and Scheffe's
method were employed to find variance in the educational level's impact on academic procrastination.
P<0.05 was considered statistically significant.
Results
The Academic Procrastination Level among Students at King Khaled University:
University students have an average level of academic procrastination. The results in table 1
showed that the mean scores ranged between (2.66-3.07), where the subscale "academic procrastination
responsibility" was ranked top, receiving the highest mean score (M=3.07). Comparatively, the subscale
"passive attitude to academic perfection" was placed in the last rank (M=2.66), and the mean score for
overall academic procrastination was (M=2.84).
Table 1. Means and standard deviations of academic procrastination level among students at King Khaled
University in descending order by means
Rank
No.
subscales
M
SD
Estimation
1
1
academic procrastination responsibility
3.07
.547
Average
2
4
perceived quality of the academic task
2.90
.855
Average
3
3
the negative perception of the instructor
2.71
.572
Average
4
2
passive attitude to the academic perfection
2.66
.741
Average
overall academic procrastination
2.84
.415
Average
Differences in Academic Procrastination between the Outstanding and Non-Achievement Students
The university students with outstanding achievement levels did not have significantly higher
academic procrastination scores than those with non-outstanding achievement. Table (2) showed no
statistically significant differences (α=0.05) between the outstanding and non-achievement students in all
subscales and overall scores of academic procrastination.
Table 2. Means, standard deviations, and t-test for the Differences in academic procrastination between
the outstanding and non-achievement students
Measurements
level
N
M
SD
T value
Freedom
Degrees
Significance
α
Academic
procrastination
responsibility
Higher-
achieving
149
3.02
0.524
-1.595
254
.112
Lower-achieving
107
2.13
0.575
Perceived quality of
the academic task
Higher-
achieving
149
2.69
.747
.610
254
.542
Lower-achieving
107
2.63
.733
A negative
perception of the
instructor
Higher-
achieving
149
2.72
.592
.384
254
.701
Lower-achieving
107
2.69
.545
Passive attitude to the
academic perfection
Higher-
achieving
149
2.84
.818
-1.376
254
.170
Lower-achieving
107
2.99
.901
-.886
254
.376
academic
procrastination
Higher-
achieving
149
2.83
.404
-.886
254
.376
Lower-achieving
107
2.87
.430
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Differences in Academic Procrastination Due to the Educational Level Variable
One-Way ANOVA was used to compute statistical differences between means, and table (5)
shows the results. Table (4) shows significant differences in the means of academic procrastination due to
the education level groups. The results in Table (5) indicated no statistically significant differences at
(α=0.05) due to the educational level in all subscales and the overall academic procrastination except for
the "The negative perception of the instructor" subscale. Scheffe's test for post hoc comparisons was used
to demonstrate the direction of differences. The results in Table (6) showed significant statistical
differences at (α=0.05) between educational level groups in favor of third and fourth-year students.
Table 3. Means and standard deviation of academic procrastination due to the educational level variable
Measurements
Educational level
N
M
SD
Academic procrastination responsibility
2nd Year
55
3.07
.582
3rd Year
62
3.09
.403
4th Year
139
3.05
.590
Total
256
3.07
.547
Perceived quality of the academic task
2nd Year
55
2.63
.632
3rd Year
62
2.64
.761
4th Year
139
2.69
.775
Total
256
2.66
.741
A negative perception of the instructor
2nd Year
55
2.55
.589
3rd Year
62
2.80
.480
4th Year
139
2.73
.593
Total
256
2.71
.572
Passive attitude to the academic
perfection
2nd Year
55
2.78
.735
3rd Year
62
2.76
.837
4th Year
139
3.00
.897
Total
256
2.90
.855
Overall academic procrastination
2nd Year
55
2.77
.348
3rd Year
62
2.84
.417
4th Year
139
2.88
.437
Total
256
2.84
.415
Table 5. One-way analysis of variance ANOVA of the effect of the educational level variable on the
academic procrastination
Measurements
Source
Total
Squares
Freedom
Degrees
Mean
Squares
F
Significance
α
Academic procrastination
responsibility
Intergroup
.070
2
.035
.115
.891
Intragroup
76.290
253
.302
Overall
76.359
255
Perceived quality of the
academic task
Intergroup
.166
2
.083
.151
.860
Intragroup
139.728
253
.552
Overall
139.895
255
A negative perception of
the instructor
Intergroup
2.080
2
1.040
3.234
0.41
Intragroup
81.345
253
.322
Overall
83.424
255
Passive attitude to the
academic perfection
Intergroup
3.418
2
1.709
2.362
.096
Intragroup
183.061
253
.724
Overall
186.479
255
Overall academic
procrastination
Intergroup
.440
2
.220
1.280
.280
Intragroup
43.509
253
.172
Overall
43.949
255
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Table 6. Scheffe's test results for post hoc comparisons between educational level groups
Measurements
Groups
M
2nd Year
3rd Year
4th Year
Negative perception
toward the instructor
2nd Year
2.55
3rd Year
2.80
.26(*)
4th Year
2.73
.18(*)
.07
(*) statistically significant at (α=0.05)
Discussion
The current study's results indicate average academic procrastination among university students.
Gropel & Steel (2008) referred that academic procrastination pervades university students more than
other students (Gropel, Steel, 2008). In the same context, Klassen et al. (2008) revealed that pervasiveness
is high that one-fifth of university students cannot pursue their assignments (Klassen et al., 2008). This
result may be due to teachers' traditional teaching method that encourages procrastination. Students may
even delay studying until the last night before the exam, so they find summaries, booklets, and
preliminary questions helpful. On the other hand, the specialities offered at the Faculty of Education are
naturally demanding and need a great deal of memorization and mental effort when studying for the
semester or final exams or performing the assignments.
The recent development in communication and information technology, increased dependence on
smart mobiles, and engagement with social media reinforced the procrastination behaviour among
students. The easy access to huge information online has reflected in students' learning behaviour by
delaying working on assignments believing that knowledge is easily accessible at any time, so
procrastination is justifiable. This result can also be interpreted according to the fear of failure and
escaping unpleasant tasks, so they find working on academic assignments on time uneasy. Some college
students pursue their specialities with the slightest interest for different reasons so that they may practice
procrastination behaviour.
Steel & Ferrari (2013) indicated that procrastination is commonly practised in academia,
especially among university students, where about 50 to 95 percent of college students reported regular
practice of procrastination. Sawalha & Sawalha (2018) and Mayson, Khwailed & Kabylie (2018) found
average procrastination among university students. As for academic achievement, results found no
statistically significant differences at (α=0.05) due to the effect of academic achievement on all subscales
and the overall academic procrastination. This result may be attributed to the observation that the students
at the Faculty of education mainly were recruited from somewhat similar socioeconomic statuses, so how
they deal with the academic assignments is expected to be the same level. Also, the teaching process at
the university is greatly homogeneous; students may follow the same level of behaviours due to the genre
of courses they study at the college, as well as the stable social and psychological environment in dealing
with the problems they face. In addition, the campus community, including positive relations among
students and being free from stressors, may help students adopt positive strategies in dealing with
academic procrastination. This result is also may attributed to the observation that students in the faculty
of education, irrespective of achievement, were recruited from the same social backgrounds. Such
characteristics were free from the achievement differences among Faculty of Education students with
high or low achieving levels.
Outstanding and non-achievement students at the Faculty of Education were self-conscious due to
perceived time management skills, so their perceptual and cultural level did not influence their
achievement. In addition, the social and behavioural characteristics of the faculty of education students,
both outstanding and non-achievement students, contribute to this result. The nature of educational
specialities pursued by female students provides them with high-order thinking skills that encourage them
to use their cognitive, analytical, and deductive skills in problem-solving. Students with high achievement
and averages may have the same level of feelings with the stress of academic overload, so students will be
impacted by the academic stress caused by the academic overload. Recently, such stress was excessive by
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the COVID-19 pandemic. Further, high-achieving and average students may have academic
procrastination due to their academic perfection
This result is consistent with Kormaz (2018), that revealed a negative relationship between
procrastination and achievement. However, this result was inconsistent with El-tah & Alsharman (2017),
that found that academic procrastination among high-achieving students was low compared with high and
low-achieving students. Notably, that study involved school students, but the current study involved
students from the Faculty of Education at the university level, so the cognitive and personal
characteristics expected to vary between school and college students may have affected the result.
As for the educational level, results indicated no statistically significant differences at (α=0.05)
attributed to the educational level variable on all domains and the overall instrument, excluding the third
subscale, "passive perception toward the teacher." Female students at the Faculty of Education may be
acquired an adequate level of studying skills during their university years, as the specialities offered by
the Faculty of Education, including Preschool Early Childhood, and Special Education, learning
difficulties are attractive for female students with high expectations of employability rate and challenging
career for female students to succeed with such populations. Dealing with academic procrastination
demands effective studying skills with a great deal of self-control, self-regulation, and positive attitudes
towards the task they work on, and to exert greater effort with psychological stability and adjustment vis-
à-vis procrastination.
The social-psychological climate is characterized by stability and accessible treatment of the
problems encountered. The observation can explain this result that students at the Faculty of Education
were recruited from the same social environment that they deal with the tasks demanded with flexibility
due to the nature of courses in the syllabus. In addition, with its positive relations and the least amount of
anxiety and stress, campus life may encourage adopting positive instruction strategies to prevent
procrastination. This result can also be because students at the faculty of education, regardless of their
Year of study, were from a similar social environment. Hence, their characteristics were free from the
differences in educational level.
This result is consistent with Ozer and Yetkin (2018) that revealed students' educational levels
have no significant effect on procrastination behaviour among participants. Results indicated statistically
significant differences in "negative attitudes toward the instructor." As shown by table (6), differences
were statistically significant at (α=.05) between second-year students and third and fourth-year students,
where differences were in favour of third and fourth-year students.
This result can be explained by the fact that participants in the current study were second, third,
and fourth-year students at the Faculty of Education. The latter had a set of personal characteristics such
as motivation, perseverance, and hardworking, which are among the salient personality traits of students.
The academic climate positively affects the teaching strategy employed with students by offering
them positive experiences and improving their skills. The responsibilities of university life, including
attending lectures and exams with the accompanying anxiety and stress of the social and academic
overload, may reinforce negative feelings toward instructors due to assignment overload demanded from
students leading students to express the problems and pressures they are facing, especially in the fourth
year of students. This result is consistent with Saracaloglu et al. (2018), which revealed differences in
academic procrastination levels by gender and chronological age, where differences were in favour of
older teachers.
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Conclusions
The results indicated an average level of academic procrastination among King Khalid University
students. Also, there are no differences in academic procrastination due to the educational level, except
for the negative perception of the instructor subscale that there were statistically significant differences in
academic procrastination in favour of third and fourth-level students. And also, there are no differences
between outstanding and non-achievement students in academic procrastination.
Limitations and Future Directions
This study has several limitations, the first of which is that it is a descriptive survey that examines
the differences in academic procrastination. Also, female students only studied, not males, and students of
the College of Education at King Khalid University did not study academic procrastination among
students of other colleges. Also, this study did not investigate the relationship of academic procrastination
with psychological or social variables and the factors that predict the phenomenon of academic
procrastination among university students. These limitations highlight the need for many studies in the
future to reveal the factors that predict academic procrastination among university students and to study
procrastination among students of other colleges and specializations, as well as among male students.
Academic procrastination can also be investigated using experimental or qualitative research designs.
Declarations:
Acknowledgements
The author would like to express their gratitude to King Khalid University, Saudi Arabia, for providing
administrative and technical support.
Ethics approval and consent to participate
All methods were carried out with relevant guidelines and regulations, and informed consent was
obtained from all subjects.
Funding
The author declares that no funds, grants, or other support were received during the preparation of this
manuscript.
Conflict of interest
The author reports no conflicts of interest.
Financial Disclosure
The author has no relevant financial or non-financial interests to disclose.
Author Contributions
The author contributed to the study conception and design, material preparation, data collection and
analysis, and the first draft of the manuscript.
Data Availability
All data about the current study is available in this manuscript, and there is no more data.
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