Investigating the Relationship between Academic Procrastination and Academic Efficiency in Medical Students of Mashhad University

Ssz, Shahri; Sayyedalhosseini, S

doi:10.16966/2474-7769.139

Cited by 1 publication

(1 citation statement)

References 14 publications

(24 reference statements)

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“…Ren et al (2023) found that procrastination is associated with lower academic performance, increased stress, and reduced well-being. Moreover, Shahri and Sayyedalhosseini (2021) demonstrated that procrastination could lead to short-term benefits, such as reduced stress and increased positive mood, but would eventually result in long-term costs, including heightened stress and reduced academic performance. Last but least, research by Seif (2020) revealed that procrastination is related to maladaptive coping strategies, which further exacerbates its negative impact on individuals' overall well-being.…”

Section: Literature Reviewmentioning

confidence: 99%

Mixed-Method Report Into Chinese Postgraduates’ Procrastination Behavior, Academic Engagement and Self-Confidence

Wei

Jaisook

Zhao

et al. 2023

EJES

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In this mixed-method investigation, the researchers delved into the intricate dynamics underlying Chinese postgraduates' procrastination behavior, academic engagement, and self-confidence, unveiling a multifaceted interplay among these factors. Quantitative findings revealed an intermediate-high level of procrastination, particularly in relation to writing assignments, exam preparations, and weekly reading tasks, while attendance tasks and general school activities elicited lower procrastination levels. Further analysis elucidated a substantial negative correlation between procrastination behaviors and both academic engagement and self-confidence, indicating the pernicious influence of this pervasive phenomenon on students' academic experiences. Qualitative insights garnered through thematic analysis explicated the complex reasons behind procrastination, including being overwhelmed by intricate tasks, lack of genuine interest, competitive milieu, insecurities, distractions, cultural and familial pressures, and struggles with time management, prioritization, and perfectionism. Furthermore, inadequate mentorship and anxiety surrounding future career prospects emerged as significant contributors to procrastination. Evidently, this detrimental factor not only impeded postgraduates' academic immersion but also eroded their self-confidence, exacerbating the detrimental repercussions on their scholarly performance. Thus, the findings underscore the imperative for targeted interventions, encompassing mentorship, time management skills, and emotional support, to mitigate the deleterious effects of procrastination on Chinese postgraduates' academic engagement and self-confidence. Article visualizations:<img src="/-counters-/soc/0009/a.php" alt="Hit counter" />

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Section: Literature Reviewmentioning

confidence: 99%