Academic Procrastination among Adolescents and its Implication on Guidance and Counseling

Setiyowati, Arbin Janu; Rachmawati, Indriyana; Multisari, Widya

doi:10.2991/assehr.k.201214.270

Cited by 2 publications

(1 citation statement)

References 26 publications

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“…There are several causes for students to do academic procrastination which is caused by powerlessness in managing time, wanting to achieve perfect things, hating teachers, and having a high sense of laziness. This is supported by the opinion (Setiyowati et al, 2020)individual tendency to procrastinate due to lack of motivation, self-regulation, and ability. Factors that cause counselees to do academic procrastination are not making good use of time, difficulty concentrating, fear, tension and anxiety, irrational beliefs, personal problems, fatigue, boredom, irrational fantasies, excessive perfectionism, fear of failure (Raiyanti 2013).…”

Section: Figure 2 Pretest and Posttest Academic Procrastination Resul...mentioning

confidence: 81%

Effectiveness of Reality Technique Group Counseling Against Reduction Academic Procrastination of Students at State Islamic Madrasah 1 Central Aceh

Fauza Rizki,

Muhaammad Nur Wangid

2023

IJHESS

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Several studies have shown that reality technique group counseling is effective for reducing academic procrastination, although it is rarely used by guidance and counseling teachers. This study aims to determine the effectiveness of reality technique group counseling in reducing academic procrastination of students of MAN 1 Aceh Tengah. This research is a quasi-experimental quantitative research with a non-equivalent control group design. Determination of the sample using purposive sampling technique. The characteristics of this research sample are students who have high academic procrastination problems, so there are 14 students, of which 7 students become the control group and 7 other students become the experimental group. The data collection instrument used the academic procrastination scale. The data analysis technique used is test Wilcoxon signed rank test. The results showed that group counseling with reality techniques was effective in reducing academic procrastination of students at MAN 1 Aceh Tengah. This can be seen from the results of the average score pretest And post test which is 45.86 higher when compared to 29.14, while based on the results of the analysis of the Wilcoxon signed ranks test the Z count results are -2.371b and the Asymp sig (2-tailed) value is 0.018 or the probability is below alpha 0.05 (0.018 ≤ 0.05) which means that there is a significant difference between the pretest and posttest scores

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Section: Figure 2 Pretest and Posttest Academic Procrastination Resul...mentioning

confidence: 81%

Effectiveness of Reality Technique Group Counseling Against Reduction Academic Procrastination of Students at State Islamic Madrasah 1 Central Aceh

Fauza Rizki,

Muhaammad Nur Wangid

2023

IJHESS

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The role of academic context-related factors and problematic social media use in academic procrastination: A cross-sectional study of students in elementary, secondary, and tertiary education

Touloupis

Campbell

2023

Soc Psychol Educ

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The present study investigated students’ academic procrastination in elementary, secondary, and tertiary education cross-sectionally, by simultaneously examining the predictive role of perceived academic context-related factors and problematic social media use (PSMU) in the manifestation of procrastination. Students from elementary (N = 532), secondary (N = 561) and tertiary education (N = 519) from randomly selected Greek schools and university departments completed a self-report questionnaire, which included scales on academic procrastination, academic engagement, academic connectedness, and PSMU. The results showed that elementary and secondary school students procrastinate more than university students, who perceive procrastination as a problem and desire to reduce it to a greater extent. No gender differences were found regarding students’ procrastination. Furthermore, the path analyses revealed similarities and differences in the explanatory models of procrastination for the three student-groups. Generally, academic engagement and connectedness negatively predicted academic procrastination, while PSMU negatively mediated this relationship. Nevertheless, among the three path models, different dimensions of the predictive variables involved contributed to procrastination in elementary, secondary, and tertiary education. The findings imply that in each level of education specific academic context-related psychological states could be enhanced along with the promotion of safe social media use to effectively prevent students’ academic procrastination.

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Academic Procrastination among Adolescents and its Implication on Guidance and Counseling

Cited by 2 publications

References 26 publications

Effectiveness of Reality Technique Group Counseling Against Reduction Academic Procrastination of Students at State Islamic Madrasah 1 Central Aceh

Effectiveness of Reality Technique Group Counseling Against Reduction Academic Procrastination of Students at State Islamic Madrasah 1 Central Aceh

The role of academic context-related factors and problematic social media use in academic procrastination: A cross-sectional study of students in elementary, secondary, and tertiary education

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