The Relationship Between Perfectionism and Academic Procrastination in College Students Learning Online Due to the COVID-19 Pandemic

Kathleen, Elisabeth; Basaria, Debora

doi:10.2991/assehr.k.210805.188

Cited by 5 publications

(2 citation statements)

References 22 publications

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“…Melgaard et al (2022), in their mixed-method study with university students in Norway, found that "the procrastinators are encountering a higher degree of challenges related to motivation as opposed to non-procrastinators" (p. 117). Kathleen and Basaria (2021) detected "a significant negative relationship between selforiented perfectionism and academic procrastination, and a significant positive relationship between socially prescribed perfectionism and academic procrastination" among 366 college students in Indonesia (p. 1197). Accordingly, the current increase in academic procrastination leads to the investigation of the topic with different research variables in higher education settings.…”

Section: Digital Competencesmentioning

confidence: 98%

The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach

2023

pegegog

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In the post-pandemic period, as a result of digitally-surrounded learning environments in higher education institutions (HEIs), some obstacles are observed in learning procedures such as academic procrastination because of poor digital competences. Because of the limited research focusing on specifically digital competences and academic procrastination of students in the post-pandemic period where HEIs have been digitally transformed at an unprecedented speed in the literature, this study aims to identify undergraduate students' levels of digital competences and academic procrastination and to explore the impact of digital competences on their attitudes towards academic procrastination in higher education. In a quantitative research design, 521 undergraduate students were surveyed taking online classes from different departments in different universities in Turkey. Descriptive analyses and structural equation modeling (SEM) were performed on the collected data by using SPSS v26.0 and IBM AMOS v24.0. According to the descriptive results, it was revealed that the overall average of the perceived digital competence is moderate, the perceived digital competences in everyday life online participation and learning are also moderate, and the highest digital competence is the students' perception of hedonic e-citizenship while the lowest perception refers to digital creation skills, and the students' attitude towards academic procrastination is low. The SEM results indicated that the selfperceived digital competences negatively affect academic procrastination; in other words, as the level of self-perceived digital competences increases, students' attitude towards academic procrastination decreases. The results of this study contribute to filling the research gap in the field of higher education by providing significant implications to policy-makers, educational administrators, and faculty in universities.

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Section: Digital Competencesmentioning

confidence: 98%

The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach

2023

pegegog

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“…"I think there is also a problem with me because I get lazy, or I tend to delay paperwork since I have other school requirements and organizations to think about". (P23) Generally, students are frequently affected by the issue of procrastination (Kathleen & Basaria, 2021). Nonetheless, the participants assured that procrastination and forgetfulness delayed them, and they could still write their papers.…”

Section: Lack Of Participationmentioning

confidence: 99%

Online Collaborative Learning: The Good, the Bad, and the Purported in Thesis Writing

B. Abance,

Gabrillo,

B. Quinto

2023

Asia Social Issues

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The discourse on online collaborative learning in thesis writing has received less attention despite numerous studies which explored learning in the online milieu. Hence, this study aimed to fathom the Online Collaborative Learning (OCL) experiences in undergraduate thesis writing of Bachelor of Arts in Communication and English Language students in a prime state university in the Cordillera Administrative Region, Philippines. Notably, this study focused on undergraduate students’ benefits, challenges, and suggestions. Employing qualitative phenomenological research, the data were gathered through semi-structured one-on-one in-depth interviews. They were analyzed following the phases of thematic analysis by Braun and Clarke (2006). Ergo, the following themes were generated. First, the benefits included joint responsibility, which envelopes (a) a divided workload and (b) shared ideas and flexible communication. Second, the challenges were composed of external problems that bracket (a) work and school demands, (b) vague instructions, and (c) limited access and member performance issues which involve background knowledge, low quality outputs, and a lack of participation. Finally, the suggestions were engagement particularly recognizing responsibility, group dynamics, and guidance. Based on the findings, recommendations are suggested for future research directions.

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Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal

et al. 2022

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Psychological factors have a significant role in better understanding mechanisms that affect students’ academic performance. The intense and long-term stress of the pandemic process has made it necessary to rethink the components which effect the academic achievement of pupils. The purpose of this study is to examine the variables that predict the academic achievement of university students during the pandemic process and to present a model on these variables. The study group has 241 students who continue their undergraduate education in Turkey. The data were collected with a self-description form and 6 scales. The partial Least Squares (PLS) Structural Equation Model was used to analyses the developed research model. In consequence of the study, a relationship was obtained between academic procrastination (AP) and multi-screen addiction (MSA). Covid-19 burnout has a crucial effect on AP, multiscreen addiction, and psychological well-being variables. Motivation and self regulation-attention variables are explanatory of AP. This study contributes to expanding the nomological network regarding the effects of Covid-19 on the psychological well-being and behavior of individuals.

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The Relationship Between Perfectionism and Academic Procrastination in College Students Learning Online Due to the COVID-19 Pandemic

Cited by 5 publications

References 22 publications

The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach

The Impact of Digital Competences on Academic Procrastination in Higher Education: A Structural Equation Modeling Approach

Online Collaborative Learning: The Good, the Bad, and the Purported in Thesis Writing

Examination of non-cognitive variables affecting academic achievement: a conceptual model proposal

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