scholarly journals Use of media and technology, academic procrastination, and academic achievement in adolescence

2022 ◽  
Vol 9 (2) ◽  
pp. 481-497
Author(s):  
Yalın Kılıç TÜREL ◽  
Ozlem DOKUMACI
2018 ◽  
Vol 5 (1) ◽  
pp. 74-85
Author(s):  
Zummy Anselmus Dami ◽  
Paula Alfa Loppies

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.


Author(s):  
Ernest Bielinis ◽  
Lidia Bielinis

The Amoebic Self Theory is a concept of the social psychology, which postulates that humans have a psychological boundary. As the authors of the concept propose [1], the function of the boundary is to allow psychological separation of one from the others. In this study, we examined how sen-sitivity to violation of the boundary, measured by an amoebic self scale, is connected with differ-ent types of procrastination sensu lato, measured by seven procrastination subscales. Only two of the seven procrastination aspects, i.e. the preference for pressure and outcome satisfaction, were negatively and significantly related to the spatial-symbolic domain of the amoebic self scale. The other purpose of this research was to examine the connection between the students’ grade point average (GPA) and scores obtained in the procrastination subscales. Only the non-adaptive aspect of procrastination predicted significantly the GPA. That is an important detail, because pointing out the gap between one’s self-opinion and the real, non dependent of the opinion, academic achievement. All these findings were considered in the academic context and consequences of these results were discussed.


2020 ◽  
Vol 1 (1) ◽  
pp. 61
Author(s):  
Syarifan Nurjan

Academic procrastination is the behavior of students who delay in completing academic assignments that have a bad effect with the tasks are increasingly piled up and abandoned, do not pay attention to deadlines of tasks that should be completed which have an impact on students' psychic and psychological. Academic procrastination is basically influenced by 2 factors: internal factors are related to individual disposition and external factors in the form of outside factors that come from psychosocial and environmental aspects.Theoretical analysis of student academic procrastination with an understanding of the understanding of academic procrastination, history of procrastination, characteristics of academic procrastination, factors of academic procrastination, measurement of academic procrastination, and academic procrastination of an Islamic perspective. A comprehensive understanding of academic procrastination will reduce the failure of students to carry out academic assignments and achieve outstanding academic achievement.


2021 ◽  
Vol 42 (5) ◽  
pp. 537-551
Author(s):  
Hana Joo ◽  
Ju Hee Park

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.


2020 ◽  
Vol 21 (7) ◽  
Author(s):  
Ali Asghar Hayat ◽  
Moein Jahanian ◽  
Leila Bazrafcan ◽  
Nasrin Shokrpour

Background: Procrastination is prevalent among university students and it affects different aspects of their personal and academic life. Objectives: This study aimed to determine the prevalence of academic procrastination among medical students and its relationship with their academic achievement. Methods: This is a cross-sectional correlational study of 317 medical students at Shiraz University of Medical Sciences. To collect the data, we used Solomon and Rothblum academic procrastination questionnaire (1984). The questionnaire’s validity and reliability were confirmed by experts. We used descriptive statistics and inferential statistics (Pearson correlation coefficient, Independent t-test, and one-way analysis of variance) to analyze the data by SPSS version 14. Results: The results showed that 29.25% of the students had academic procrastination (nearly always or always). Moreover, 47.9% of the students stated that academic procrastination at a moderate level had caused a lot of problems for them. There was a significant negative relationship between academic procrastination and academic achievement in medical students (P < 0.01). Male students and those living in the dormitory had higher levels of procrastination than females and those living at home (P < 0.01). Conclusions: The findings of the present study revealed that a considerable number of students had high levels of procrastination, leading to permanent problems and reduced academic achievement.


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