A Multivariate Investigation into Academic Procrastination of University Students

He, Sichan

doi:10.4236/jss.2017.510002

Cited by 37 publications

(37 citation statements)

References 14 publications

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“…Solomon and Rothblum (1984) define the term as one's delaying a task unnecessarily and needlessly to the extent that postponing the task gives a kind of personal discomfort. In this sense, individuals who frequently procrastinate do know that they have to fulfill the tasks; however, they fail to do so due to their tendency to delay (He, 2017). Lay (1986), defining the term as "the tendency to postpone that which is necessary to reach some goal", makes some additions later and argues that his earlier description underestimates the complexity of the concept, because the level of unattractiveness of the task, its imposition by the self or others, the individual's views towards the task and its structure, all, have to be taken into consideration.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study

Akpur¹

2020

INT J EDUC METHODOL

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The aim of the present study is to examine the effect level of procrastination on academic achievement. To this end, a meta-analytic approach was applied and the studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index to identify the effect size. After reviewing 22 relevant studies with 8307 participants, the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The findings revealed that the variables were negatively correlated with each other and the overall effect size of procrastination on academic achievement was found-0.61, which can be interpreted as the medium effect size. The findings of the study endorse the main tenets of theoretical framework regarding the aforementioned link.

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Section: Introductionmentioning

confidence: 99%

The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study

Akpur¹

2020

INT J EDUC METHODOL

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“…Studies over decades indicated that academic procrastination can be triggerred internally (by the procrastinators themselves) or externally (by the social environment of the procrstinators). Variables such as laziness, stress and motivation (He, 2017), as well as self- (Klassen, Krawchuk, & Rajani, 2008;Rakes & Dunn, 2010), self-esteem (Duru & Balkis, 2017), self-determined motivation (Rakes & Dunn, 2010), and self-efficacy (Klassen et al, 2008;Steel, 2010) have been reported to be the internal factors of procrastination. Factors such as negative evaluation from others (Saddler & Buley, 1999), and peer influence (Chen, Shi, & Wang, 2016) are the examples of external factors of academic procrastination.…”

Section: Factors Of Academic Procrastinationmentioning

confidence: 99%

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Prihadi

Tan²,

Tan³

et al. 2018

EJREP

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Introduction. Previous studies indicated that more than 70% university students committed academic procrastination, and one of the most prominent factors is learned helplessness, the perception that one is incapable of finishing tasks well. It was also hypothesized that when students believe that they are in control of their own events, their learned helplessness will not significantly predict their academic procrastination. This current study aims to test the hypothesis whether internal locus of control mediates the relationship between learned helplessness and academic procrastination among university students. Method.A total of 240 university students were randomly recruited to participate in this current study. Duttweiller's Internal Control Scale was utilized to measure the internal locus of control, Pure Procrastination Scale (adapted for academic setting) was employed to measure the academic procrastination level and Learned Helplessness Scale was used to measure the level of learned helplessness among the participants. Multiple regression with PROCESS macros was employed to analyze the data.Results. Results indicated that learned helplessness signifcantly predicted internal locus of control, and that internal locus of control was a significant predictor of academic procrastination. These results support the mediational hypothesis. Learned helplessness was no longer a significant predictor of academic procrastination after controlling for the internal locus of control, consistent with full mediation.Approximately 21% of the variance in academic procrastination can be explained by the predictors.Indirect coefficient was significant. Learned helplessness was associated with approximately .15 points higher academic procrastination scores as mediated by internal locus of control Discussion and Conclusion. Internal locus of control fully mediates the influence of learned helplessness on academic procrastination. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helplessness they have learned. Findings of this study suggested that procrastination in academic setting occurred due to the perception of helplessness that have been learned over time; nevertheless, the influence will not be that deteriorating towards the students when the they believe that they are responsible and in control of their events.

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“…Procrastination is the action of laying off what we know we should do. At times, our prevention techniques may be rather inventive (He, 2017). Procrastination is best defined as the action of postponing a task that was initially scheduled despite anticipating to be worse off as a result of the delay (Pachler et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Does Polychronicity Undermine Procrastination Behavior Through ICTs? Insights From Multi-Level Modeling

et al. 2021

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Information and communication technologies (ICTs) are widely used in developing nations as a dynamic solution for socio-economic development. Pakistan has seen a rapid increase in the use of ICTs during the previous decade. The purpose of this study is to examine how polychronicity affects procrastination behavior when it is influenced by ICTs. According to this study, individuals are described as a dynamic and destructive kind of self-regulation failure in ICTs. Procrastination is a behavior that prevents emerging economies from growing from developing countries. We researched the group-level polychronicity influence of the individual behavior and the mechanism of procrastination from a team-level perspective of worker behavior. This study data collected 231 workers from 76 groups working in ICTs in Pakistan. The results revealed that the group polychronicity and the behavior of group members were positively linked by taking the work overload as a mediator. Moreover, group cohesiveness moderates the role between polychronicity and work overload diminishing the mediation procession between-group polychronicity and individual procrastination. The practical importance of this study is to understand the causes of procrastination, and how to decrease this obstacle to a fairer workplace. It also helps to decide the professional route that is most suited to personality characteristics.

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A Multivariate Investigation into Academic Procrastination of University Students

Cited by 37 publications

References 14 publications

The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study

The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study

Procrastination and Learned-Helplessness among University Students: The Mediation Effect of Internal Locus of Control

Does Polychronicity Undermine Procrastination Behavior Through ICTs? Insights From Multi-Level Modeling

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