Effect of Self Regulated, Fear of Failure, and Social Support of Parents on Academic Procrastination

2020 ◽  
Author(s):  
Jauza Maulidia
Keyword(s):  
Social Support ◽  
Fear Of Failure ◽  
Academic Procrastination

scholarly journals I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety

2000 ◽  
Vol 61 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Qun G. Jiao
Keyword(s):  
Graduate Students ◽  
Anxiety Reduction ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Graduate Level ◽  
Academic Tasks ◽  
Library Anxiety ◽  
Term Papers ◽  
The Relationship ◽  
And Task

Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

scholarly journals A brief intervention for reducing procrastination

2017 ◽  
Author(s):  
Kamden K Strunk
Keyword(s):  
Brief Intervention ◽  
Intervention Strategy ◽  
Fear Of Failure ◽  
Future Research ◽  
Academic Procrastination ◽  
Coping Mechanism ◽  
Significant Issue ◽  
Regulatory Issues ◽  
Course Grades ◽  
Effective Interventions

Student academic procrastination presents a significant issue for educators. This procrastination may be due to self-regulatory issues, low self-efficacy, and self-handicapping as a coping mechanism for fear of failure. Academic procrastination may also lead to a number of negative outcomes, including psychological and academic issues. However, little research exists on effective interventions with procrastination in the classroom. This study investigates an effective point of identification at the beginning of the semester for intervention, and a possible brief intervention strategy that can be easily used by classroom instructors. Results show fewer late assignments turned in and higher course grades among those receiving the brief intervention. The limitations of the study and directions for future research are discussed.

COMPONENTS OF PERFECTIONISM AND PROCRASTINATION IN COLLEGE STUDENTS

1992 ◽  
Vol 20 (2) ◽  
pp. 85-94 ◽  
Author(s):  
Gordon L. Flett ◽  
Kirk R. Blankstein ◽  
Paul L. Hewitt ◽  
Spomenka Koledin
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Socially Prescribed Perfectionism

The present research examined the relations between individual differences in perfectionism and procrastinatory behavior in college students. A sample of 131 students (56 males, 75 females) completed measures of self-oriented, other-oriented, and socially prescribed perfectionism, as well as measures of academic procrastination and general procrastination. Subjects also completed ratings of factors related to procrastination (i.e., fear of failure, task aversiveness). Correlational analyses revealed it was the socially prescribed perfectionism dimension that was most closely correlated with both generalized procrastination and academic procrastination, especially among males. There were few significant correlations involving self-oriented and other-oriented perfectionism. However, the fear of failure component of procrastination was associated broadly with all the perfectionism dimensions. Overall, the results suggest that procrastination stems, in part, from the anticipation of social disapproval from individuals with perfectionistic standards for others.

scholarly journals Manajemen Waktu, Dukungan Sosial, dan Prokrastinasi Akademik Siswa Kelas XI SMA

2019 ◽  
Vol 8 (1) ◽  
pp. 49-54
Author(s):  
Dije Zaraska Kristy
Keyword(s):  
Social Support ◽  
Significant Relationship ◽  
Time Management ◽  
Child And Adolescent ◽  
Cluster Sampling ◽  
Academic Procrastination ◽  
Management Behavior ◽  
The Social ◽  
Social Support Scale ◽  
Behavior Scale

Penelitian ini bertujuan untuk mengetahui hubungan antara manajemen waktu dan dukungan sosial dengan prokrastinasi akademik pada siswa kelas XI baik secara parsial maupun secara bersama-sama. Penelitian ini menggunakan desain kuantitatif korelasional. Sampel yang digunakan berjumlah 195 dari 421 siswa dengan teknik pengambilan sampel cluster sampling. Alat pengumpul data yang digunakan adalah PASS (Procrastination Assesment Scale of Students), TMBS (Time Management Behavior Scale, dan CASSS (Child and Adolescent Social Support Scale). Koefisien skala tersebut adalah 0,266-0,660; 0,273-0,767; dan 0,277-0,726 dengan nilai alpha 0,781; 0,876; dan 0,933. Adapun teknik analisis data menggunakan analisis regresi berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara manajemen waktu dengan prokrastinasi akademik (R= 0,420, F(4,190) = 10,192, p = <0,01). Kemudian antara dukungan sosial dengan prokrastinasi akademik juga terdapat hubungan yang signifikan (R = 0,062, F(4,186) = 3,346, p = <0,05). Begitu pula antara manajemen waktu dan dukungan sosial secara bersama-sama juga memiliki hubungan yang signifikan dengan prokrastinasi akademik (R = 0,482, F(8,186) = 7,021, p = <0,01). Disarankan agar guru BK dapat memberikan layanan yang dapat menurunkan prokrastinasi akademik. Saran untuk penelitian lanjutan, bisa melihat seberapa besar pengaruh penetapan tujuan dan prioritas, mekanisme perencanaan dan penjadwalan, dan persepsi kontrol atas waktu terhadap prokrastinasi akademik dalam studi eksperimen. This research aims to identify the relationship between the time management and the social support to the academic procrastination of grade XI students in partially as well as communally. This research used a correlational quantitative design. The samples of this research were taken using cluster sampling which consisted of 195 selected students from 421 students.  Data were collected using the instrument of Procrastination Assessment Scale of Students (PASS), Time Management Behavior Scale (TMBS), and Child and Adolescent Social Support Scale (CASSS). The coefficients of those scales are 0.266-0.660, 0.273-0.767, and 0.277-0.726 with the alpha value of 0.781, 0.876, and 0.933. Furthermore, the data of this research were analyzed using multiple regression analysis. According to the result analysis, it showed that there is a significant relationship between the time management and the academic procrastination—where R = 0.420, F(4.190) = 10.192, and p =<0.01—and the significant relationship also occur between the social support and the academic procrastination—where R = 0.062, F(4.186) = 3.346, and p =<0.05. Communally, it was showed a similar result where both the time management and the social support have a significant relationship to the academic procrastination—with the value R = 0.482, F(8.186) = 7.021, and p =<0.01. Therefore, it is suggested for the counseling teachers to be able to give a valuable service in order to decrease the students’ academic procrastination. Suggested for further research, can research effect of setting goals and priorities, mechanics planning and scheduling, perceived control of time on academic procrastination in experimental studies.

Sign in / Sign up

Export Citation Format

Share Document