Self-Regulation, Self-Efficacy, And Academic Procrastination

Procedia - Social and Behavioral Sciences, 2014

The behavior of academic procrastination is quite common among students. Students can not show their real performances in learning processes and they fail because of procrastination behaviors. Determining the reasons of this behavior can decrease students' behaviors and help them show their performances. In this context, the goal of this research is to determine how the variables of self-regulation, self-efficacy, life satisfaction, hope and other descriptive variables, which are mentioned in the related literature about academic procrastination, explain academic procrastination behavior in the regression model. Descriptive survey model and availability sampling model are used in order to reach this goal. In the research, "Aitken Academic Procrastination Scale", "Emotional Literacy Scale", "Academic Self-Efficacy Scale", "the Satisfaction with Life Scale", "Hope Scale" and "Information Form" are used in order to gather data. Correlation and hierarchical regression analysis are used in order to analyze the obtained data. At the end of the research, it is found that the regression model predicts academic procrastination. When the results of the research are analyzed, it is seen that the variables that make the highest original contribution to the model are respectively; academic success mean, self-regulation and life satisfaction. When the results of the research are analyzed, it is seen that academic success mean variable, which entered the model in the first step, predicts academic procrastination negatively and meaningfully.

Previous procrastination research has provided considerable support for procrastination as a failure of self-regulation. However, procrastination has been rarely examined in relation to models of self-regulated learning. Accordingly, the purpose of this study was to understand the motives and reasons for academic procrastination from a self-regulated learning perspective.

2019

The purpose of this quantitative mixed design study was to examine academic procrastination and the role of stress, self-efficacy, self-esteem, age, gender and hours worked. The convenience sample of full-and part-time undergraduate students (n=129) selected from different courses, both males (n=59) and females (n=70) aged 18-41+, completed a self-report questionnaire comprising of The General Procrastination Scale (Lay. C, 1986); The Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983); General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Rosenberg Self-Esteem Scale (Rosenberg, 1965). Analyses revealed stress was positively related and self-efficacy negatively related to procrastination. No relationship between self-esteem and procrastination was found. There was a difference between self-esteem across age groups, specifically among the age group 33-41. Findings showed no differences between procrastination, gender and hours worked, or between stress among full-and part-time students. Implications of the current study were discussed along with suggestions for future remediation of procrastination.

2020

The objective of this study is to determine the relationship between self-efficacy and academic procrastination in university students of Metropolitan Lima, in the year 2019. The sample consisted of 712 subjects, including 344 male and 368 female subjects between the ages of 16 and 21 years old selected undertaking their first two terms at 7 private and public universities in the city of Metropolitan Lima. The sample was evaluated with the Specific Perceived Self-Efficacy Scale of Academic Situations (EAPESA) and with the Academic Procrastination Scale (EPA). Both instruments evidenced having psychometric properties of reliability, according to the internal consistency method, and construct validity through exploratory factor analysis. The results show that there is a relationship between selfefficacy and academic procrastination since Spearman’s correlation is -.139 and the effect size is 0.373. The statistical power is 1.00, so it is concluded that the results can be generalized t...

Psychology and Education Journal

Among the causes of the student academic procrastination in religion-based universities are the low self-concept and self-efficacy. Hence, this research of this study to determine the effects of self-concept and self-efficacy on student academic procrastination of the faculty of Education and Teaching. The method used in this research is the quantitative approach. Subjects in this study were students of faculty of education and teaching Subjects amounted to 189 students from a population of 1,892 students who were obtained through proportional random sampling techniques. Research instrument in the form of Self-Concept Scale, Self-Efficacy Scale, and Academic Procrastination Scale. Data were analyzed using inferential statistical analysis by multiple linear regression techniques. The inferential analysis showed for the hypothesis testing results that there is significant influence self-concept and self-efficacy together toward academic procrastination. The effective contribution of s...

Current …, 2008

This study examined correlates of academic procrastination and students' grade goals in a sample of 226 undergraduates from Singapore. Findings indicated that self-efficacy for self-regulated learning was significantly and negatively related to procrastination. High self-efficacy for self-regulated learning also predicted students' expectations of doing well and low self-efficacy for self-regulated learning predicted students' expectations of not doing well academically. Additionally, helpseeking predicted students' expectations of doing well academically while academic stress predicted students' expectations of not doing well academically. Implications for education and educational practice were discussed.

Scandinavian Journal of Educational Research

Inefficient study skills increase the probability that study work is perceived as difficult and aversive, with procrastination as a likely result. As a remedy, more effective study skills and habits may be encouraged. However, research indicates that good study skills and habits may not by themselves be sufficient to remedy problems, as this relationship may be mediated by efficacy beliefs related to academic functioning. We investigated this hypothesis across three student samples (total N = 752). As predicted, structural equation modeling (SEM) indicated that study self-efficacy mediated the study habits-procrastination relation. The mediation effects were medium to large. We conclude that training of, and advice on, study skills and habits should be accompanied by measures that build study self-efficacy.

The study of non-cognitive factors that influence academic success has become a topic of growing interest in educational research. This study aims to examine the relationship between university academic performance and two specific non-cognitive factors: self-efficacy and academic procrastination. Similarly, the mediating role that academic procrastination plays in the relationship between self-efficacy and academic performance is explored. The quantitative study was conducted in the Ecuadorian context and was based on a sample of 788 students enrolled in public and private universities in the Metropolitan District of Quito. The analytical strategy consisted on the formulation of path models, based on the methodology of structural equations. The main results of empirical analysis are: a) both self-efficacy and academic procrastination directly affect the academic performance of university students; b) self-efficacy is indirectly related to academic performance through academic procrastination; c) these non-cognitive factors are more determinant for student performance in the early career stage, especially in the case of private universities. Finally, the implications of the findings are discussed, considering the potential development of strategies to promote academic success through interventions that favor the students’ sense of self-efficacy and self-regulation.

2014

The purpose of this study is to explore the relationship between the academic procrastination and self-efficacy among students of King Saud University. It also aims to identify whether the level of Academic procrastination varies depending on variables such as type of the college, academic level, or the level of students’ achievement. Two instruments were developed: academic procrastination instrument, and self-efficacy instrument. The questionnaires were distributed to random sample of 195 students from Science and Arts colleges at King Saud University. The Findings indicate that the highest percentage of the distribution of the sample on of procrastination Academic scale is (83.6%), followed by the low percentage (9.7%) of procrastination while the lowest percentage of procrastination is (6.7%). The findings also showed that there were statistically significant differences at the level of academic procrastination due to level of achievement for favour of group who get (acceptable)...

Universal Journal of Educational Research, 2018

The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.

JURNAL PSIKOLOGI MALAYSIA, 2016

Many students in Malaysia are affected by procrastination. This study examines the relationship between academic procrastination and the motivational aspects of self-regulation. A sample, consisting of 310 undergraduates from two Universities in Perak, Malaysia, was recruited to complete a modified version of the Procrastination Assessment Scale for Students (PASS) and the Academic Motivation Scale-College (AMS-C 28). Interviews and focus groups were conducted to obtain details of social environments that contributed to students' procrastination in the engagement of academic activities. Results indicated that there was a significant negative correlation between academic procrastination and the intrinsic motivation. A significant positive correlation was found between academic procrastination and extrinsic motivation. The identified motivation style under the extrinsic categories was found to be most frequently used. The findings from qualitative data analysis gave explanations for the quantitative findings. Implication were discussed in the context of Malaysia where students always internalised parents' and society's expectations in their academic careers.

Learning and Instruction, 2014

In the present study, we investigated how students react to self-assessed low goal achievement in selfregulated learning. Over a university term (19 weeks), 150 university students recorded self-efficacy, procrastination and perceived goal achievement in weekly web-based self-monitoring protocols. Using multilevel analyses for growth curve models, we investigated the reciprocal amplifying between procrastination and perceived goal achievement and self-efficacy and perceived goal achievement. Results indicated a vicious circle of procrastination and a virtuous circle of self-efficacy. Students who recorded high levels of procrastination assessed their goal achievement as being low. As a consequence of low goal achievement, they reinforced procrastination. Students who recorded high levels of self-efficacy assessed their goal achievement as being high. As a consequence of high goal achievement, self-efficacy increased. Self-efficacy mediated the effect of perceived goal achievement on procrastination. Thus, students with low perceived self-efficacy are vulnerable for finding themselves in a vicious circle of procrastination.

The study explored the differences in procrastination behaviors among the students in terms of gender, academic courses, level of performance and level of academic self-efficacy. Responses were gathered from the 200 college students of Bulacan State University, Philippines. The hypothesized difference in procrastination scores were analyzed using independent samples t-test. Results revealed gender differences in procrastination where male students procrastinate more than the female students. Students with low perceived academic self-efficacy showed significantly higher procrastination scores than those with high self-efficacy. No significant difference in procrastination score was found when students were grouped according to type of academic course and level of performance.

As one proceeds through school, the responsibility of controlling his or her academic behavior shift significantly from teachers and parent-centered to self-centered. Study and programs were established to help college students ease this process (example studies need to be cited here). However, often do they neglect the origin of these academic habits are shaped and formed in secondary education period (citation needed). This study examines the potential cause of academic procrastination behaviors among Chinese high school students (N =150) studying in an international school.