التسويف الأكاديمي و علاقته بالمرونة النفسية و قلق الاختبار و التحصيل الأكاديمي لدى طالبات قسم رياض الأطفال بجامعة الجوف = The Relationship between Academic Procrastination and Psychological Resilience , Test Anxiety , Academic Achievement for Students of Kindergarten Department at Al-Jouf University

2014 ◽  
pp. 77-101
Author(s):  
علا عبد الرحمن علي محمد
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Psychological Resilience ◽  
Academic Procrastination ◽  
The Relationship

scholarly journals Efikasi Akademik dan Prokrastinasi Akademik Sebagai Prediktor Prestasi Akademik

2018 ◽  
Vol 5 (1) ◽  
pp. 74-85
Author(s):  
Zummy Anselmus Dami ◽  
Paula Alfa Loppies
Keyword(s):  
Academic Achievement ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Coefficient Of Determination ◽  
Academic Procrastination ◽  
Test Results ◽  
Academic Efficacy ◽  
Significance Level ◽  
The Relationship ◽  
Detailed Questionnaire

The purpose of this research is to investigate the relationship between significance or know the academic efficacy and procrastination academic with achievement students academic of project study guidance and counseling, Teaching and Education Faculty University PGRI East Nusa Tenggara. The number of samples used in the study as much as 92 students drawn from population 1180 includes force 2009 as much as much as 102 students 2010 force 205 students, 2011 as much as 368 students, and force as many as 505 2012 student. The sampling technique used is the purposive sampling technique. Tool collecting data using a detailed questionnaire with Likert scale, which consists of a detailed questionnaire for academic procrastination and academic efficacy. While the achievement of student learning is measured based on the CPI. The analysis used in this study is the technique of correlation of Product Moment with the help of SPSS Version 18.0. The first hypothesis test results showed that the relationship between academic procrastination and academic achievement, known (r) correlation coefficient between academic procrastination and academic achievement of 0.015 with p 0.890 > 0.05 negative correlation, direction and with the guidelines of the wear level of significance of 5%, obtained p 0.890 > 0.0.5 then correlation between academic procrastination and academic achievement is declared not significant. The second hypothesis test results showed a relationship between academic efficacy with academic achievement, known coefficient of correlation (r) between academic efficacy and academic achievement -0.004 0.970 > with p 0.05, direction correlation negative and wear guidelines significance level 5%, obtained p 0.970 > 0.05 then correlation between academic efficacy with academic achievement is expressed is not significant. While the third hypothesis test results showed the absence of significant correlation between academic procrastination and academic efficacy simultaneously toward academic achievement with the retrieved R square (coefficient of determination) of 0000, and the coefficient correlation of 0.015 with 0.990 > p 0.05. Further, it is known from the Fcount of 0.010 of Ftable of 3.10, so that H0 is accepted and Ha was rejected.

scholarly journals Investigating the Relationship of Test Anxiety and Time Management with Academic Procrastination in Students of Health Professions

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Sarvenaz Roshanisefat ◽  
Seyyed Mohsen Azizi ◽  
Alireza Khatony
Keyword(s):  
Test Anxiety ◽  
Time Management ◽  
Health Professions ◽  
Academic Procrastination ◽  
Negative Consequences ◽  
The Mean ◽  
Iranian Students ◽  
Relationship Of ◽  
The Relationship ◽  
Regression Tests

Academic procrastination is a harmful phenomenon among students and has many negative consequences. The present study aimed to investigate the relationship of test anxiety and time management with academic procrastination in students of health professions. The population of this correlational study consisted of 281 Iranian students of health professions. The Tuckman Procrastination Scale, Time Management Scale, and Sarason’s Test Anxiety Scale were used to measure the variables. Pearson’s correlation and multivariate regression tests were also performed. The mean score of students’ academic procrastination was higher than the average level. A significantly negative correlation was found between time management and academic procrastination (r = −0.487, P  ≤ 0.01). Additionally, there was a significantly positive correlation between test anxiety and academic procrastination (r = 0.443, P  ≤ 0.01). The linear regression model indicated that independent predictors including time management and test anxiety accounted for 32.6% of the variation in academic procrastination (R2 = 32.6%). The findings of this study indicated that test anxiety and time management were associated with academic procrastination. Therefore, purposeful educational and psychological interventions are required to reduce academic procrastination in students.

Academic procrastination and test anxiety: A cross-lagged panel analysis

2020 ◽  
pp. 1-8
Author(s):  
Yefei Wang
Keyword(s):  
High School ◽  
Correlation Analysis ◽  
Test Anxiety ◽  
Pearson Correlation ◽  
Chinese Adolescents ◽  
Hunan Province ◽  
Academic Procrastination ◽  
Panel Analysis ◽  
Pearson Correlation Analysis ◽  
The Relationship

Abstract The purpose of this study was to investigate the cross-lagged relationships between academic procrastination and test anxiety. A sample of Chinese adolescents from a high school in Changsha City, HuNan Province, China participated in this study. The participants completed the Aitken Procrastination Inventory and the Test Anxiety Scale at two times during a semester. Pearson correlation analysis showed academic procrastination and test anxiety to be positively correlated. Cross-lagged panel analyses demonstrated that academic procrastination at Time 1 predicted test anxiety at Time 2, while test anxiety at Time 1 did not predict academic procrastination at Time 2. Within the limits of the design, we found that academic procrastination may lead to an increase in test anxiety, but test anxiety did not predict the future level of academic procrastination. It is recognised that the relationship between anxiety and procrastination is complicated. It is suggested that a focus on interventions for academic procrastination may help to reduce students’ test anxiety, but not necessarily vice versa.

scholarly journals The relationship between test anxiety and emotion regulation: the mediating effect of psychological resilience

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Yuguo Liu ◽  
Haiyan Pan ◽  
Runhuang Yang ◽  
Xingjie Wang ◽  
Jiawei Rao ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Medical Students ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Psychological Resilience ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Mediating Role ◽  
Socio Demographic Factors ◽  
The Relationship

Abstract Background Test anxiety has been widely found in medical students. Emotion regulation and psychological resilience have been identified as key factors contributing to anxiety. However, studies on relationships were limited. This study investigated the links between psychological resilience, emotion regulation, and test anxiety in addition to exploring the differences about socio-demographic factors. Methods A sample of 1266 medical students was selected through cross-sectional survey from a medical university in China during 2019. Data were obtained by network technique using designed questionnaire, which assesses the level of test anxiety, emotion regulation and psychological resilience, respectively. Results Medical students experienced test anxiety at different levels, 33.7% of these were seriously. It revealed significant effects of the gender and academic performance on test anxiety. Results of logistic regression indicated that test anxiety was significantly associated with emotion regulation and psychological resilience (p < 0.01). Psychological resilience played a mediating role on the relationship between emotion regulation and test anxiety. Conclusions These findings highlight the importance of psychological resilience and emotion regulation in understanding how psychological resilience relates to test anxiety in medical students. Resilience-training intervention may be developed to support students encountering anxiety during the exam.

scholarly journals The Effect of Parental Academic Achievement Pressure perceived by Middle School Students on Academic Procrastination: The Mediating Role of Evaluative Concerns Perfectionism

2021 ◽  
Vol 42 (5) ◽  
pp. 537-551
Author(s):  
Hana Joo ◽  
Ju Hee Park
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Middle School Students ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Academic Procrastination ◽  
School Students ◽  
Evaluative Concerns ◽  
Achievement Pressure ◽  
The Relationship

Objectives: This study aimed to examine the mediating effect of evaluative concerns perfectionism on the relationship between parental academic achievement pressure perceived by middle school students and their academic procrastination.Methods: The study participants were 522 middle school students from first to third grade from three middle schools located in Gunsan, Iksan, and Jeonju. All data were analyzed using descriptive statistics and Pearson’s correlation coefficients. Structural equation modeling was also used to investigate the mediating model.Results: The result of this study showed that the level of parental academic achievement pressure perceived by middle school students increased their level of academic procrastination. In addition, the level of students’ evaluative concerns perfectionism increased the level of their academic procrastination. Second, middle school students’ evaluative concerns perfectionism partially mediated the relationship between parental academic achievement pressure perceived by them and their academic procrastination. That is, the higher the level of parental academic achievement pressure, the higher the level of evaluative concerns perfectionism, and consequently, the higher the middle school students’ academic procrastination.Conclusion: The outcomes suggest that it is important for parents to set proper expectations for their children and provide them with sufficient support, such as respecting their autonomy in academic decision-making to prevent students’ academic procrastination. In addition, interventions to change maladaptive cognitive beliefs including evaluation concerns perfectionism would help students reduce their academic procrastination. In conclusion, these findings suggest several ways to prevent and decrease middle school students’ academic procrastination by empirically verifying predictors on academic procrastination.

scholarly journals The relationship between test anxiety and academic procrastination among the dental students

2021 ◽  
Vol 10 (1) ◽  
pp. 67
Author(s):  
Shima Asgari ◽  
Marjan Bolbolian ◽  
Fatemeh Sefidi ◽  
AliSarvari Zadeh
Keyword(s):  
Test Anxiety ◽  
Dental Students ◽  
Academic Procrastination ◽  
The Relationship
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