Profiles of Academic Procrastination in Higher Education: A Cross-Cultural Study Using Latent Profile Analysis

Özberk, Eren Halil; Türk, Tuğba

doi:10.52380/ijpes.2021.8.3.465

Cited by 8 publications

(7 citation statements)

References 29 publications

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“…Hal ini menunjukkan bahwa mahasiswa keperawatan di Universitas Jember tidak memiliki hubungan yang signifikan antara prokrastinasi akademik dengan efikasi diri. Simpulan : Diperlukan penelitian lebih lanjut mengenai faktor lain yang Academic procrastination is delaying academic tasks such as submitting assignments, papers and preparing exams at the last moment (Özberk & Türk Kurtça, 2021) . Academic procrastination has a tendency to delay starting academic assignments or delay completion irrationally, so it can be said that academic procrastination behavior is a fairly common dynamic among students (Akbay & Delibalta, 2020).…”

Section: Abstrakmentioning

confidence: 99%

The Relationship between Self-Efficacy and Academic Procrastination in the Undergraduate Nursing Student Program at the University of Jember

Azizah,

Purwandari,

Nur

2024

JPTT

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Background: Academic procrastination or delays in the academic field are caused by low self- efficacy wich results in a person’s inability to complete assignments. Objective: The purpose of this study was to investigate the connection between nursing students' academic procrastination and self-efficacy. Method: This study utilized observational scientific plan with a cross sectional methodology. The proportionate stratified random sampling method was used for each class to select the 229 students who participated in this study as respondents.Questionnaire General Self Efficacy Scale (GSES) was used to measure self-efficacy, while Procrastination Assessment Student Scale (PASS) to measure academic procrastination in students. With a significance level of 0.05, the spearman-rank correlation test was used to analyze the data. Results : The findings revealed a p-value of 0,073. This demonstrates that nursing students at Jember University have no significant relationship between academic procrastination and self-efficacy. Conclusion : Further research is needed on other factors that can lead to academic procrastination behavior such as peers, the environment, and differences in views on assignments Abstrak Latar Balakang :Prokrastinasi akademik atau keterlambatan dalam bidang akademik disebabkan oleh rendahnya self efficacy yang mengakibatkan ketidakmampuan seseorang dalam menyelesaikan tugas. Tujuan : Tujuan dari penelitian ini adalah untuk menyelidiki hubungan antara prokrastinasi akademik mahasiswa keperawatan dan self-efficacy. Metode: Penelitian ini menggunakan rancangan ilmiah observasional dengan metodologi cross sectional. Metode proportional stratified random sampling digunakan untuk setiap kelas untuk memilih 229 siswa yang berpartisipasi dalam penelitian ini sebagai responden. Kuesioner General Self Efficacy Scale (GSES) digunakan untuk mengukur self-efficacy, sedangkan Procrastination Assessment Student Scale (PASS) untuk mengukur penundaan akademik pada siswa. Dengan tingkat signifikansi 0,05, uji korelasi rank spearman digunakan untuk menganalisis data. Hasil : Temuan mengungkapkan p-nilai 0,073. Hal ini menunjukkan bahwa mahasiswa keperawatan di Universitas Jember tidak memiliki hubungan yang signifikan antara prokrastinasi akademik dengan efikasi diri. Simpulan : Diperlukan penelitian lebih lanjut mengenai faktor lain yang dapat menyebabkan perilaku prokrastinasi akademik seperti teman sebaya, lingkungan, dan perbedaan pandangan terhadap tugas.

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Section: Abstrakmentioning

confidence: 99%

The Relationship between Self-Efficacy and Academic Procrastination in the Undergraduate Nursing Student Program at the University of Jember

Azizah,

Purwandari,

Nur

2024

JPTT

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“…Inability of individuals to manage their emotions is manifested in the form of AB causing them to procrastinate completing school assignments or known as AP. AP is the delay of submitting academic assignments because individuals are immersed in negative emotions and thoughts, such as high standards of performance, low self-confidence, and fear of failure [43]- [45]. This means that inability of individuals to manage their emotions leads to procrastination behavior.…”

Section: Issn: 2252-8822 mentioning

confidence: 99%

Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout

Setiyowati,

Rachmawati,

Wiyono

et al. 2024

IJERE

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<span lang="EN-US">Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.</span>

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“…They identified five subgroups: mild, average, well-adjusted, severe, and primarily depressed procrastinators. Özberk and Türk Kurtça (2021) applied latent profile analysis in a cross-cultural setting to identify different procrastination types in a Turkish and international university student sample.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Procrastinating PhD student: A Latent Profile Analysis

Gross,

Schulze-Vorberg,

Hansen

2024

IJDS

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Aim/Purpose: Little is known about procrastination in PhD students, as most research focuses on undergraduate students. While there have been several efforts to identify different types of academic procrastinators in undergraduates, no study has attempted to identify different procrastination types in PhD students. Additionally, most of the studies that found different procrastination types in undergraduates did not research how these types differ regarding procrastination antecedents, excluding important information about the characteristics of these types. Background: The present study addresses this problem by identifying different procrastination types of PhD students based on reasons for academic procrastination. Furthermore, more information about these types was gathered by analyzing differences in procrastination antecedents (depression, imposter self-concept, self-worth, mindfulness, self-efficacy, impulsivity, conscientiousness, neuroticism, emotion regulation, rumination). Methodology: A total of 401 German-speaking PhD students from over 100 fields were included in the analysis. An online questionnaire was used to collect data. First, we used a reason for academic procrastination questionnaire to run a latent profile analysis to identify different academic procrastinators. Second, we used multivariate analysis of variance (MANOVA) to analyze differences between the types of academic procrastinators based on reasons for procrastination and antecedents of procrastination. More precisely, we used Tuckman’s procrastination scale, depressiveness in a non-clinical setting scale, imposter self-concept questionnaire, Rosenberg’s self-esteem scale, mindfulness attention and awareness scale, self-efficacy scale, impulsivity scale, big five inventory, emotion regulation questionnaire, and the response style questionnaire. Contribution: The present study provides a deeper insight into academic procrastination among PhD students. Additionally, the identification of procrastination types is based on a variety of reasons for academic procrastination rather than solely procrastination, which adds a new perspective. Validation of the found types helps gain a clearer insight into how these types differ from each other. In line with previous research with undergraduate students, we could show that the high procrastinating types also show significantly higher impulsivity, neuroticism, and rumination and significantly lower self-worth. Contrary to undergraduate students, we could not find any significant differences between the types with regard to emotion regulation. These findings contribute to a clearer picture of procrastinating PhD students and their challenges. Findings: We identified six different procrastination types (moderate procrastinator type (n = 121), insecure type (n = 81), productive type (n = 79), externalizing type (n = 51), strong procrastinator type (n = 25), internalizing type (n = 38) based on the reasons for academic procrastination. The productive and externalizing types seem to be the most functional, and the strong procrastinator and internalizing types are the most dysfunctional. The latter showed significantly worse expressions of procrastination, depression, imposter self-concept, self-worth, mindfulness, self-efficacy, impulsivity, conscientiousness, neuroticism, and rumination. The moderate procrastinator and insecure types appear to fall somewhere between the high-functioning and low-functioning types in terms of analyzed procrastination antecedents. Recommendations for Practitioners: Practitioners should use the reasons for academic procrastination questionnaire (FGAP-P) for assessment. PhD students who strongly agree to procrastinate due to study-related competencies, personality-related variables, beliefs, and task characteristics are the most at risk. Practitioners should be aware that these individuals are more likely to suffer from procrastination, depressive symptoms, negative self-view (imposter syndrome, low self-worth/self-efficacy), impulsivity, and rumination. Interventions that target the reduction of these symptoms should be recommended or applied by practitioners. Recommendation for Researchers: When utilizing latent profile analysis to explore procrastination types in PhD students concurrently, assessing procrastination antecedents associated with the PhD completion process is recommended. This simultaneous assessment is pivotal as it facilitates a comprehensive understanding of the different procrastination types, allowing for the identification of shared characteristics and distinctions among them. By adopting this approach, researchers can move beyond mere classification based solely on type membership and gain deeper insights into the nuances of procrastination types and behaviors. Impact on Society: The findings provide crucial insights for supervising and/or consulting PhD students. Having knowledge about different procrastination types in PhD students helps identify at-risk individuals. Using our findings, interventions could especially target these at-risk individuals, therefore reducing procrastination and enhancing well-being and productivity in PhD students. Future Research: Future research could use longitudinal research designs to assess the stability of procrastination types found over time using real-time data within an experience sampling methods framework. This could help to minimize biases and gain deeper insights not only about interindividual but also intraindividual differences. Furthermore, cross-cultural studies should be conducted to unveil similarities and differences between cultures regarding procrastination and procrastination types.

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Profiles of Academic Procrastination in Higher Education: A Cross-Cultural Study Using Latent Profile Analysis

Cited by 8 publications

References 29 publications

The Relationship between Self-Efficacy and Academic Procrastination in the Undergraduate Nursing Student Program at the University of Jember

The Relationship between Self-Efficacy and Academic Procrastination in the Undergraduate Nursing Student Program at the University of Jember

Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout

The Procrastinating PhD student: A Latent Profile Analysis

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