Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA

2012 ◽  
Vol 47 (2) ◽  
pp. 116-124 ◽  
Author(s):  
Meirav Hen ◽  
Marina Goroshit
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Academic Self Efficacy

scholarly journals Study on conscientiousness, academic self-efficacy and self-esteem predictive power on academic procrastination among counselling students

2019 ◽  
Vol 1 (2) ◽  
pp. 69-78 ◽  
Author(s):  
Ibiam Dike ◽  
Stephen Oluwaseun Emmanuel
Keyword(s):  
Self Efficacy ◽  
Predictive Power ◽  
Self Esteem ◽  
College Of Education ◽  
Hierarchical Regression ◽  
Academic Procrastination ◽  
Hierarchical Regression Model ◽  
Counselling Students ◽  
Academic Self Efficacy ◽  
Random Method

The purpose of this study is to investigate the predictive effect of Conscientiousness, Academic Self-Efficacy and Self-Esteem on Academic Procrastination among Counselling Students. Three hundred students studying Counselling in a College of Education in Nigeria, West Africa were selected through the simple random method and completed the measures of Conscientiousness, Academic Self-efficacy, Self-esteem, and Academic Procrastination. The result from the correlation matrix and hierarchical regression model shows that academic procrastination behavior of students is explained by conscientiousness, academic self-efficacy, and self-esteem. It was also shown from the model that all the predictor variables contributed 54% of the total variance in academic procrastination among counselling students. Research results are discussed in the light of related literature and practicable recommendations were provided.

scholarly journals Explanation of academic procrastination from self-esteem, state anxiety, self-efficacy

2012 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Didem Aydoğan ◽  
Yaşar Özbay
Keyword(s):  
High School Students ◽  
State Anxiety ◽  
Self Efficacy ◽  
Self Esteem ◽  
Middle Level ◽  
Male Students ◽  
Academic Procrastination ◽  
School Students ◽  
The University ◽  
Academic Self Efficacy

The purpose of the present study was to examine the interplay between academic procrastination, self-esteem, state anxiety and self-efficacy of the 11th grade high school students who are getting prepared for the University Entry Exam. Particapants were 400 students (220 female, 180 male) that were chosen randomly in Konya province. Academic Procrastination Behavior Scale (APBS), Academic Self-Efficacy (ASES), Coopersmith Self-Esteem Scale (CSES), Spielberg State Anxiety Inventory (SSAI) was used. Pearson Moments Correlation, multiple regression analyze, F-test and t-test was used to analyze data. According to the result, while low self-esteem significantly explains academic procrastination, state anxiety and self-efficacy beliefs don't explain academic procrastination. High academic procrastinators and middle level procrastinators have more state anxiety than low academic procrastinators. Also male students are more inclined to academic procrastination than female students.

scholarly journals The Academic Self-Efficacy Among Undergraduates: The Role of Gender, CGPA and Trait Emotional Intelligence

2020 ◽  
Vol 3 (1) ◽  
pp. e7-12
Author(s):  
IFFAH ADLINA IBRAHIM ◽  
TAN KOCK WAH
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Short Form ◽  
Descriptive Analysis ◽  
Male Students ◽  
Trait Emotional Intelligence ◽  
Inferential Analysis ◽  
Trait Emotional Intelligence Questionnaire ◽  
Academic Self Efficacy

Academic self-efficacy is important for students which will help them to perform better in studies. This study aims to explore the level of academic self-efficacy among UNIMAS undergraduates based on gender, CGPA and trait emotional intelligence. The samples of study involved are 50 male and 50 female participants which consists of final year students from Faculty of Cognitive Sciences and Human Development. The academic self-efficacy of the students is measured using the questionnaire adopted from a study by Sachitra and Bandara (2017) and The Short Form (TEIQue-SF) Trait Emotional Intelligence Questionnaire is used to measure the trait emotional intelligence of the undergraduates. The result was analyzed using descriptive analysis and inferential analysis; independent samples t-test, One-Way ANOVA and Pearson’s correlation. The results of the study have shown that female students have higher academic self-efficacy compared to male students. In addition, students who obtain a higher CGPA also have higher self-efficacy. There was also a small positive correlation between trait emotional intelligence and academic self-efficacy.

scholarly journals A model explaining academic procrastination behavior

2014 ◽  
Vol 4 (3) ◽  
pp. 51-72 ◽  
Author(s):  
Mehmet Kandemir
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Self Esteem ◽  
Goal Orientations ◽  
Academic Procrastination ◽  
Effect Relationship ◽  
Efficacy Belief ◽  
Cause And Effect ◽  
Academic Self Efficacy

The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship

scholarly journals Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego García-Álvarez ◽  
Juan Hernández-Lalinde ◽  
Rubia Cobo-Rendón
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
Correct Classification ◽  
Psychological Resources ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Predictive Design ◽  
Academic Self Efficacy

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

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