Individual differences in academic procrastination tendency and writing success

Fritzsche, Barbara A.; Young, Beth Rapp; Hickson, Kara C.

doi:10.1016/s0191-8869(02)00369-0

Cited by 115 publications

(85 citation statements)

References 14 publications

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“…In some studies, procrastination had an adverse effect on academic performance (Fritzsche et al 2003;Jackson et al 2003;Robbins et al 2004;Rothblum et al 1986;Tice and Baumeister 1997;Wesley 1994), but in other studies this effect did not occur (Beck et al 2001;Cassady and Johnson 2002;Pychyl et al 2001). An explanation for these inconsistencies might be that most measures of student performance in these studies concerned incidental test scores or grade point average's (GPA), while there might be a much larger cumulative influence of procrastination on long term study progress.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The influence of personal networks and social support on study attainment of students in university education

2007

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In this paper, the influence of personal networks and social support on study attainment of students in university education is examined. Furthermore, the paper aimed at clarifying the possible mediating role of achievement motivation, time spent on studying and working, procrastination and self-esteem. The study is a follow-up of the '89 cohort study, but is restricted to those students who have transferred to university education after finishing secondary education. The students have been approached with a questionnaire in 2004. Multinomial logistic regression shows that social support has no effect on study attainment, but that personal networks do have an effect on attainment. The relationship between social support and personal networks on the one hand and study progress on the other hand is not mediated by the before mentioned variables.Keywords Personal network Á Social support Á University Á Higher education Á Attainment Á Student Á Achievement motivation Á Self-esteem Á Procrastination Students who transfer to higher education face a number of changes in their personal and academic environment. The transition from secondary education to higher education not only calls for academic adjustment, but also includes different social demands. Students need to develop new or increased capacity for self-regulation and must learn to cope with the time pressure that is inherent in going to college. Moreover, students must integrate into a new social environment. They leave their parental house, most of their former classmates and teachers and they meet new friends, housemates and classmates. Existing supportive relationships may change or even disappear, and new supportive connections can be formed. The extent to which students succeed in integrating into this new environment and also the amount of social support received from network members possibly determines part of their academic success or failure.L. Eggens (&) Á M. P. C. van der Werf Á R. J. Bosker Groningen Institute for Educational Research, University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, The Netherlands e-mail: l.eggens@rug.nl 123High Educ (2008) 55:553-573 DOI 10.1007 Most models for explaining academic performance in higher education are based on the interaction model developed by Spady (1970Spady ( , 1971, further elaborated on by Tinto (1975). Based on these and other models, a wide range of possible determinants of academic performance has been described and tested, which can roughly be divided into contextrelated factors like curricular characteristics and assessment procedures, and studentrelated factors like gender, motivation and learning styles. These variables are mainly academic and/or personal determinants though, leaving the students' social environment out of consideration.This study examined the influence of personal networks and social support on academic attainment of students in university education. The impact of students' social support and personal network was studied together with the influence of achieve...

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Section: Theoretical Backgroundmentioning

confidence: 99%

The influence of personal networks and social support on study attainment of students in university education

2007

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“…Abdel Latif (2007) believes that the writing instructors' overemphasis of writing conventions in the expense of content and ideas causes anxiety. Fritzsche, Youn, and Hickson (2003) claimed that the adoption of the product approach in writing instruction could be the cause of students' writing anxiety. Instructors' focus on theoretical concepts, the neglect of real practice of writing, students' insufficient knowledge of the language and their negative feelings towards writing, instructors' negative responses and over criticism of students' early writing attempts negatively affect their writing performance and increase their level of writing anxiety (Stapa & Abdul Majid, 2009).…”

Section: Writing Anxietymentioning

confidence: 99%

Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

Kassem

2017

ELT

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The present study aimed at investigating the effect of using wikis on developing business writing skills and reducing writing anxiety of Business Administration students at Prince Sattam bin Abdul Aziz University, KSA. Sixty students, who were randomly chosen and divided into two equivalent groups: control and experimental, participated in the study. Two main tools were devised to collect data: Test of Business Writing Skills (TBWS) and Writing Anxiety Inventory (WAI). The experiment was conducted during the second semester of the academic year 2015-2016. A t-test was utilized to calculate the differences between the mean scores of the two groups in pre-and post-intervention. The findings of the study showed statistically significant differences between the mean scores of the experimental group and the control group on the post-TBWS in favor of the experimental group. In addition, the writing anxiety level of the experimental group, after the intervention, was significantly less than the control group. These findings revealed the positive effects of wikis on developing business writing skills and reducing writing anxiety of EFL learners. It is recommended that sufficient training should be provided to instructors on how to integrate wikis in business writing instruction. Pedagogical implications and suggestions for further research are presented.

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“…Procrastination is correlated with low self-rated health [2]. A meta analysis showed procrastination was related to academic performance [3], well-being, and anxiety [4][5][6] because some individuals procrastinate to avoid a variety of aversive experiences such as fear, anxiety, and self-evaluative, anxietyprovoking thoughts. Support for this notion comes from a series of studies suggesting that procrastination may serve as an emotion regulatory function [7].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Role of Self-Compassion in the Relationship Between Anxiety and Procrastination

Einabad

Dorban

Nainian

2017

Zahedan J Res Med Sci

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Background: Procrastination is common among students. There are inconsistent evidence indicating the relationship between anxiety and procrastination. Similarly, underlying mechanisms of this relationship is not fully understood. One of these mechanisms may be self-compassion that may counteracts the negative effects of anxiety and procrastination. Hence, this research is aimed at investigating the mediating role of self-compassion in the relationship between anxiety and procrastination. Methods: This cross-sectional study was conducted in Shahed University. Subjects were selected from different faculties through cluster sampling method. Since a minimum sample size of 200 is necessary for Structural Equation Models, we distributed 300 questionnaires, but 210 questionnaires were appropriate to analysis. Students were asked to answer to tests, including anxiety, selfcompassion, and procrastination scale. Results: Anxiety is correlated with procrastination and all subscales of self-compassion. Three components of self-compassion, including self-judgment (r = 0.305, P < 0.001), isolation (r = 0.225, P = 0.001), and over-identification (r = 0.288, P < 0.001) have significant correlation with procrastination. Results of calculation in AMOS showed self-judgment and over-identification explain the relationship between self-compassion and procrastination, and they are full mediators of the relationship between anxiety and procrastination (r = 0.236; P = 0.008; 95% CI (0.069, 0.453). Conclusions: Results are consistent with the researches and theory. There are anxiety provoking factors among students correlated with the academic performance and getting accepted by peers, leading to self-judgment and over identification that are related to negative results such as procrastination.

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Individual differences in academic procrastination tendency and writing success

Cited by 115 publications

References 14 publications

The influence of personal networks and social support on study attainment of students in university education

The influence of personal networks and social support on study attainment of students in university education

Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

The Mediating Role of Self-Compassion in the Relationship Between Anxiety and Procrastination

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