Are lecturers responsible for students’ academic procrastination?

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...

2016

The aim of the present study was to explore predictability of Academic Procrastination and Motivation with Academic Self-Efficacy among University Students. The data on Demographic Characteristics, Procrastination, Self-Efficacy and Achievement Motivation was collected through self-report questionnaires from a sample of 250 (150 Females and 100 Males)studying inB. S (Hons.

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.

Educational Research and Reviews, 2014

The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kırıkkale University, Education Faculty in Turkey. Students in the research group are from different grades and demographic features. "Aitken Academic Procrastination Scale", "Academic Self-Efficacy Scale", "Rosenberg Self-Esteem Scale" and "Coping with Stress Scale" are used in the research. Path analysis modeling is used in the research in order to test the hypothesis models. Results indicate that, it is determined that the academic procrastination behavior of students is explained by academic self-efficacy, self-esteem and coping with stress strategies in scope of a model. It is seen that active planning, one of the coping with stress strategies explains academic procrastination on a negative and meaningful level; biochemical avoidance strategies explain on a positive and meaningful level. Research results are discussed in the light of related literature.

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.

Sustainability, 2020

Based on the self-determination theory, this study examines the relationship between students' perceptions of their teachers' teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, M age = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated-through competence need satisfaction-with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student's need for competence.

International Journal of Applied Counseling and Social Sciences

This study objective to describe self efficacy , task aversiveness and procrastination of academic, to analyze the influences between self efficacy to procrastination of academic and to analyze the relationship between task aversiveness to procrastination of academic. This research uses descriptive quantitative research methods. The population in this study were student with a sample of 236 people. From result testing hypothesis seen that self efficacy and task aversiveness take effect significant to behavior procrastination academic.

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...

ThinkIndia, 2019

The aim of this study was to analyse the effect of academic procrastination on student-teachers’ pedagogical competence of whom studying in Autonomous Colleges of Education using normative survey method. In this regard, Academic procrastination assessment Scale and Pedagogical competence Scale were developed by the investigators and the same were administered using stratified sampling to 840 (582 female, 258 male) students teachers. The results of the analysis showed that there existed a strong association between Male and Femalestudent teachers in the level of Academic procrastination and pedagogical competence. Results of the product moment correlation yielded a significant negative correlation between academic procrastination and pedagogical competence of student teachers. Regression analysis showed that dimensions of academic procrastination such as Task aversion, Task delay, Lack of task arousal and Lack of self-regulation are significant predictors of Pedagogical competence of student teachers.