The purpose of this study was to determine the relationship between academic stress and academic procrastination in psychology students of the 2018 SWCU (Satya Wacana Christian University) class ...during the covid-19 pandemic. The type of research used is quantitative research with a correlational design, using the Accidental Sampling technique which is part of the non-probability sampling technique. The participants in this study were psychology students from the 2018 Satya Wacana Christian University with 86 students. The research variables were measured using two scales, namely the Adult Inventory of Procrastination scale developed by Steel, which was used to measure the academic procrastination scale and the Educational Stress Scale for Adolescent scale which was used to measure academic stress according to Sun, Hou, and Xu. Data analysis used the Pearson product moment correlation method. The results showed a significant positive relationship between academic stress and academic procrastination with r = 0.635 and a significance of 0.000 (p <0.05). It can be interpreted that the hypothesis in this study is accepted. the higher the academic procrastination, and vice versa, the lower the academic stress, the lower the academic procrastination in psychology students from the 2018 Satya Wacana Christian University.
This research aims to determine the relationship between self-efficacy and academic procrastination in psychology students. The method used is quantitative with a correlational design. 165 students ...aged 18 to 25 years studying for a bachelor's degree at the Faculty of Psychology at Satya Wacana Christian University were research participants using the Accidental Sampling technique. Research measurements used the General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem and the Academic Procrastination Scale (APS) developed by McCloskey, with data analysis using product moment correlation from Karl Pearson. The research found a negative relationship between self-efficacy and academic procrastination in Satya Wacana Christian University psychology students. This is indicated by a correlation coefficient of -0.147 with a significance value of 0.030 (p<0.05). This means that the higher the level of self-efficacy in students, the lower the level of procrastination in students, and conversely, the lower the level of self-efficacy in students, the higher the academic procrastination behaviour in students. The results of this research can be used as material to make efforts to increase self-efficacy to prevent procrastination behaviour in students.
The factor structure, internal consistency reliability, and convergent validity of the five-item Academic Procrastination Scale–Short Form was investigated on an ethnically diverse sample of college ...students. The results provided support for the Academic Procrastination Scale–Short Form as a unidimensional measure of academic procrastination, which possessed good internal consistency reliability in this sample of 282 students. The scale also demonstrated good convergent validity, with moderate to large correlations with both the Procrastination Assessment Scale–Students and the Tuckman Procrastination Scale. Implications of the results are discussed and recommendations for future work provided.
To understand the relationship between smartphone addiction and academic procrastination and the mechanisms at work within this relationship, this study constructs a mediation model to examine the ...impact of college students' smartphone addiction on their academic procrastination and the mediation effect of academic self-efficacy. A total of 483 college students were surveyed using the Smartphone Addiction Scale—Short Version, College Academic Self-Efficacy Scale and Tuckman Academic Procrastination Scale. Correlation analysis showed that smartphone addiction was positively related to academic procrastination while being negatively related to academic self-efficacy. At the same time, academic self-efficacy and academic procrastination were negatively related. Further, mediation analysis using the PROCESS plugin in SPSS showed that smartphone addiction has a direct predictive effect on students’ academic procrastination and an indirect predictive effect via academic self-efficacy after controlling for age, gender, and academic year. Specifically, academic self-efficacy was found to be a partial mediator and play a buffering role between smartphone addiction and academic procrastination.
•Smartphone addiction has a direct predictive effect on students' academic procrastination.•Smartphone addiction negatively predicts college students' academic self-efficacy.•There is a negative association between academic self-efficacy and academic procrastination.•Academic self-efficacy plays a mediating and buffering role between smartphone addiction and academic procrastination.
The transition period of the online learning process from home creates an imbalance in school life and creates conditions of academic delay or procrastination among students. Based on previous ...research on 345 students at SMP Negeri 2 Jatisrono in February 2022, the results of student academic procrastination at the school were quite high. This community service activity aims to reduce the high level of student academic procrastination through time management training. The training was attended by 31 students at SMP Negeri 2 Jatisrono. The instrument used to measure the level of student academic procrastination is the academic procrastination scale. Measurements were carried out 2 times, namely before (pre test) and after (post test) training to determine the effectiveness of time management training in reducing the level of academic procrastination experienced by students. The results of data analysis using T-test showed a score of t = 40.83 with p = 0.000 (p <0.05), which means that there is a very significant decrease in academic procrastination after receiving time management training. In conclusion, time management training is very significantly effective in reducing academic procrastination in students at SMP Negeri 2 Jatisrono. Suggestions for further research is that this kind of training can be applied to other problems because it is able to reduce forms of negative behavior so that it can optimize learning outcomes and student achievement.
The internet is an essential and widely used tool for college students; however, high internet dependency can have negative consequences for students, especially regarding academic careers. Such ...students may tend to postpone their academic tasks. Hence, the current study examines the effect of Internet addiction on academic procrastination among medical students.
We applied a cross-sectional correlational research design. 233 medical students of Shiraz University of Medical Sciences were selected through convenience sampling and participated in this study. To collect the data, we used two valid and reliable questionnaires. The first was Young's Internet addiction questionnaire (IAT-20), which consists of 20 items based on a 5-point Likert-type scale. The second was Solomon and Rothblum academic procrastination questionnaire, which consists of 18 items based on a 5 point Likert-type scale. We used Pearson correlation, independent T-test, and One-Way ANOVA to analyze the data in SPSS version 22, and considered a significance level of p < 0.05.
Results showed that 57.1% of the respondents were females, and the remaining were males. Findings indicated that 8 (3.43%) of the participants were classified as severe internet-addicted, and 28.85% of them had a high level of academic procrastination. The results indicated that there was a positive and significant correlation between Internet addiction and academic procrastination (r=0.39, with p<0.01). Also, there was a positive correlation between academic procrastination dimensions (writing a term paper, studying for an exam, keeping up with weekly reading assignments, performing administrative tasks, attending meetings and performing academic tasks in general) and Internet addiction (r=0.22, r=0.32, r=0.21, r=0.29, r=0.33, and r=0.23, respectively, with p<0.01). Finally, the results revealed that male students and those living in the dormitory had a higher level of Internet addiction and procrastination compared to female ones and those living at home (p<0.01).
The findings of the current research reveal that a considerable number of students have levels of Internet addiction and procrastination; the study highlights that students with high levels of Internet addiction are more likely to be at an increased risk of negative outcomes such as insufficiently controlled Internet use.
Academic procrastination, a dynamic phenomenon, profoundly affects students' academic performance and psychosocial development. This study delves into the evolving nature of procrastination patterns ...among 582 Chinese junior high school students (aged 12–16) over a 12-month period. Employing Latent Profile Analysis (LPA) and Latent Transition Analysis (LTA), we uncovered four distinctive profiles: non-procrastinators, mild, moderate, and severe procrastinators. To predict these transitions, we examined fear of negative evaluation, parental psychological control, and deviant peer affiliation. The results illuminate that student associated with deviant peers, subjected to parental psychological control, or grappling with fear of negative evaluation were inclined towards profiles characterized by heightened academic procrastination. Notably, stability was most pronounced among mild and moderate procrastinators. Deviant peer affiliation, parental psychological control, and fear of negative evaluation compounded academic procrastination, impeding its amelioration. This investigation sheds light on the intricate interplay of personal, familial, and peer influences in the dynamic landscape of academic procrastination. By understanding these dynamics and predictive factors, we aim to inform targeted interventions to mitigate procrastination tendencies among junior high school students, fostering a more conducive learning environment. These findings hold substantial promise for educators, parents, and policymakers seeking to enhance students' academic experiences and outcomes.
•There were four latent profiles of academic procrastination.•Academic procrastination profiles transition over time.•Stability most pronounced in mild and moderate procrastination profiles.•Family, peer, and individual factors Influence transitions in latent profiles.•Findings inform targeted interventions to mitigate student procrastination.
In the present research, we examined whether the use of motivational regulation strategies has an effect on academic procrastination, students' academic performance, and well-being. More precisely, ...we investigated whether academic procrastination mediated the relationship between the application of the motivational regulation strategies and students' academic performance and affective/cognitive well-being. To examine the paths between the variables, we conducted two studies with university students (N1=419; N2=229). The results of both studies showed that the use of motivational regulation strategies overall, and the use of most of the individual motivational regulation strategies, had significant positive indirect effects on students' academic performance and affective/cognitive well-being via academic procrastination. However, the strategy of performance avoidance self-talk had a significant negative indirect effect on students' academic performance and well-being via academic procrastination. Thus, this strategy does not seem recommendable for students. Our research provides insight into mechanisms for the regulation of motivation that affect students' academic procrastination, academic performance, and well-being.
•Using motivational regulation strategies affects different outcomes.•Using these strategies is associated with low academic procrastination.•Using these strategies indirectly affects academic performance and well-being.•Academic procrastination mediates these relationships.•Only the strategy of performance-avoidance self-talk negatively relates to outcomes.
Abstract The issue of academic procrastination is highly prevalent among university students. It not only has a deterimental effect on students' academic performance but also poses a risk to their ...physical and mental well-being. Anxiety, as a negative emotion, has attracted researchers’ attention in relation to academic procrastination. Research indicates a correlation between state anxiety and academic procrastination, but the underlying mechanisms that drive this association remain unclear. When individuals experience ego-depletion, it can lead to psychological exhaustion, subsequently leading to procrastination. Gender role conceptions, shaped by sociocultural and psychological mechanisms, have profound implications on individuals’ cognition, emotions, and behaviors. This study primarily aims to explore the relationship between state anxiety and academic procrastination among university students, with a particularly focus on the mediating role of ego-depletion and the moderating role of gender. A survey using the State Anxiety Scale, Ego-Depletion Scale, and Irrational Procrastination Scale was administered to 3370 undergraduates. State anxiety shows positive correlations with ego depletion and academic procrastination ( r = 0.665, p < 0.01; r = 0.491, p < 0.01), while ego depletion is also positively linked to academic procrastination ( r = 0.500, p < 0.01). State anxiety serves as a positive predictor of academic procrastination, with a confidence interval of 95% 0.626, 0.696; additionally, ego depletion partially mediates the relationship between state anxiety and academic procrastination, with a confidence interval of 95% 0.168, 0.251. Gender acts as a moderator in directly predicting the impact of state anxiety on academic procrastination and in the latter stage of mediating the effect of ego depletion. State anxiety can significantly and positively predict academic procrastination among university students. Ego-depletion partially mediates the relationship between state anxiety and academic procrastination. The direct predictive effect of state anxiety on academic procrastination, as well as the mediating role of ego-depletion, is moderated by gender. This provides educators and university students themselves with reference for addressing the issue of academic procrastination.
