2020
DOI: 10.35508/jhbs.v2i4.2971
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Relationship Between Neuroticism Type Of Personality Academic Procrastination In Dawan's Ethnic Students In The District Of South Central Timor

Abstract: This study aims to find the relationship between neuroticism personality types and academic procrastination among ethnic Dawan students in South Central Timor Regency. This type of research is quantitative research. The population was students of the STKIP Soe with Dawan ethnicity who were taken based on predetermined criteria, while the sampling used was accidental sampling on 85 students Dawan ethnicity. Procrastination is a deliberate delay in an important task, done repeatedly on purpose and causes feeling… Show more

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Cited by 2 publications
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“…People who have a diffused personality/identity show a high level of neuroticism (Kroger, 2005). A high level of neuroticism refers to 'negative' personality traits (Baun, Junias, & Benu, 2020;Widiger & Oltmanns, 2017;Chochinov, et al, 2006) where individuals who have high levels of neuroticism always view life negatively and the environment as a threat (Baun, Junias & Benu, 2020) as what Emma thinks "she thought of her self as a dissapointed woman" p. 16 and what she says "while a woman is always limited, she is weaker and economically" (p.33). Emma views herself negatively.…”
Section: Discussionmentioning
confidence: 99%
“…People who have a diffused personality/identity show a high level of neuroticism (Kroger, 2005). A high level of neuroticism refers to 'negative' personality traits (Baun, Junias, & Benu, 2020;Widiger & Oltmanns, 2017;Chochinov, et al, 2006) where individuals who have high levels of neuroticism always view life negatively and the environment as a threat (Baun, Junias & Benu, 2020) as what Emma thinks "she thought of her self as a dissapointed woman" p. 16 and what she says "while a woman is always limited, she is weaker and economically" (p.33). Emma views herself negatively.…”
Section: Discussionmentioning
confidence: 99%
“…Many factors affected academic procrastination behavior in students, both internally and externally. For instance, internal factors included (1) gender; males were higher for academic procrastination (Abdi Zarrin et al, 2020), (2) personality, such as the individual's low conscientiousness (Baun et al, 2020), (3) physical conditions such as fatigue (Rusmaini and Rahayu, 2019), (4) intellectual level (Klingsieck et al, 2012), and (5) academic motivation (Malkoç and Mutlu, 2018). Furthermore, the external factors included (1) parenting, authoritarian parenting (Rohmatun & Taufik, 2014), (2) insufficient time management knowledge (Hakim et al, 2017;Rakes et al, 2013), and (3) environmental conditions, such as an unstable environment, low classroom rules and classroom supervision (Nafeesa, 2018;Rakes et al, 2013;Tuckman, 2005).…”
Section: Introductionmentioning
confidence: 99%