Academic Procrastination in Study Habits and Its Relationship with Self-Reported Executive Functions in High School Students

Abstract

Procrastination is a widespread phenomenon in educational settings. This study aimed to determine the relationship between academic procrastination regarding study habits and self-reported executive functions in high school students. In a sample of 52 students, the following instruments were applied: Academic Procrastination Scale (APS), Study Habits Inventory (SHI), Behavior Rating Inventory of Executive Function (BRIEF®) and as a control variable, anxiety was measured using the Beck Anxiety Inventory (BAI). The results indicated that high school students had moderate procrastination scores that were negatively correlated with the SHI scores. A significant correlation was also found between the APS and the scales associated with the Metacognition Index (MI) as measured by BRIEF®. It is concluded that students who procrastinate have difficulty organizing, planning and assimilating school content. The implementation of strategies for study habits in high school students is suggested, which would result in an impact on their metacognition.

Academic Self-efficacy as a Precondition for Critical Thinking in University Students

“…as well as the ability to anticipate their behaviour and emotions in different academic situations in relation to cognitive processes (Doménech-Betoret, Abellán-Roselló, & Gómez-Artiga, 2017). Self-efficacy is related to metacognition which is a process that controls cognitive processes and executive functions (Cera, Mancini, & Antonietti, 2013;Gutiérrez-García, Huerta-Cortés, & Landeros-Velazquez, 2020;Karaoğlan-Yilmaz, Yilmaz, Üstün, & Keser, 2019;Medina, Castleberry, & Persky, 2017). A high degree of selfefficacy thus facilitates information processing and cognitive performance (Bandura, 1997;Mafla, Divaris, Herrera-López, & Heft, 2019) and in the educational context leads to a tendency to interpret academic activity as a challenge that needs to be faced in an effective and consistent way, with confidence in one's abilities and towards more effective use of knowledge and skills (Honicke & Broadbent, 2016;D.…”

The moderating role of sex in the relationship between executive functions and academic procrastination in undergraduate students

“…It is important to mention that most studies that assess the relationship between executive functions and academic procrastination use self-report scales to assess executive functions ( Rabin et al, 2011 ; Sabri et al, 2016 ; Gutiérrez-García et al, 2020 ), which constitutes an important limitation since they depend directly on the perception that those evaluated have of their capacities. Also, although most studies use samples of university students, they do not precisely measure academic procrastination since they use scales that measure procrastination in general.…”