The Relationships between Self-regulation, Time Management, Academic Stress, and Academic Procrastination of University Students

2018 ◽  
Vol 18 (22) ◽  
pp. 867-891
Author(s):  
Haejun Park ◽  
Doehee Ahn
Keyword(s):  
University Students ◽  
Time Management ◽  
Self Regulation ◽  
Academic Stress ◽  
Academic Procrastination

scholarly journals Academic Procrastination in Greek Higher Education: Shedding Light on a Darkened yet Critical Issue

2020 ◽  
Vol 21 (2) ◽  
pp. 149
Author(s):  
Maria I. Argiropoulou ◽  
Anastasia Κalantzi ◽  
Joseph R. Ferrari
Keyword(s):  
University Students ◽  
Time Management ◽  
Ecological Validity ◽  
Self Regulation ◽  
Peer Pressure ◽  
Critical Issue ◽  
Academic Procrastination ◽  
Factorial Structure ◽  
Fear Of Success ◽  
Academic Tasks

Αcademic procrastination, characterized by self-regulation difficulties in delaying the start or completion of academic tasks (Ferrari, 2010), is widespread among university students. One of the most widely used measures of academic procrastination is Procrastination Assessment Scale Students (PASS, Solomon &Rotblum, 1984). However, there is adearth of research investigating its factorial structure using confirmatory factor analysis. Greek studies on academic procrastination are also scarce. The present study investigated academic procrastination among Greek university students (n = 865),as well as the factorial structure of PΑSS. Results from a CFA supported a one factor solution. Moreover, 40.5% of students were characterized as frequent procrastinators, towards reading for the exams, writing essays or attending classes. The reasons students gave for procrastinating were “fear of failure”, “task aversion”, “fear of success /peer pressure” and “lack of assertiveness/ time management skills”. No major, age, or gender differences in academic procrastination were detected. Finally, most students wished to participate in a future anti-procrastination program. Findings increase the ecological validity of current literature and could be potentially useful for counselors and researchers

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness

2018 ◽  
Vol 8 (1) ◽  
pp. 12 ◽  
Author(s):  
Nur Hj Ramli ◽  
Masoumeh Alavi ◽  
Seyed Mehrinezhad ◽  
Atefeh Ahmadi
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Academic Stress ◽  
Mediator Role

scholarly journals Procrastination: the poor time management among university students

2018 ◽  
Author(s):  
Carmen Naturil-Alfonso ◽  
David Sánchez Peñaranda ◽  
Jose Salvador Vicente ◽  
Francisco Marco-Jiménez
Keyword(s):  
University Students ◽  
Time Management ◽  
Current Problem ◽  
Time Frame ◽  
Academic Procrastination ◽  
The Poor ◽  
Long Time ◽  
Negative Effect ◽  
Academic Grades ◽  
A Current

Academic procrastination is a fact related to the delay or postpone of academic work until last minute. This phenomenon is evident in a vast majority of university students, and its occurrence is increasing. In order to analyse possible causes and/or solutions, we studied if longer time for accomplishing an assignment incentives or avoids procrastination among university students. Results showed that both short and long time-frame groups tended to procrastinate in the same way. Additionally, academic grades did not revealed differences between groups, as the procrastination was the same between groups. Thus, this study shows that even with longer period of time to accomplish a task, university students tend to procrastinate, and thus seem to have a negative effect on their assignment grades. Therefore, it seems a current problem and measures should be developed in order to solve it.

scholarly journals Time Management and Academic Stress in Lima University Students

2020 ◽  
Vol 9 (9) ◽  
pp. 32
Author(s):  
Yanina Gallardo-Lolandes ◽  
Noel Alcas-Zapata ◽  
Jessica Elizabeth Acevedo Flores ◽  
Yolvi Ocaña-Fernández
Keyword(s):  
University Students ◽  
Cross Section ◽  
Time Management ◽  
Research Study ◽  
Inverse Correlation ◽  
Public University ◽  
Academic Stress ◽  
Experimental Type ◽  
And Coping ◽  
The City

In recent decades, the increase in stress levels of university students has been seen as a serious threat. Due to this problem, the present investigation has been focused on studying how time management is linked to academic stress in university students. This research study of a basic/substantive non-experimental type and correlational level has been developed under a quantitative approach with a cross section. The sample consisted of 328 students of both genders, selected from a public university in the city of Lima. Two standardized tools were adapted for data collection. Two questionnaires were also applied: time management and academic stress. The results showed that there was an inverse correlation between time management and academic stress (Spearman's Rho = .413), as well as for the dimensions of academic stress: stressors (- .405), symptoms (-, 387) and coping (, 286). It was concluded that the inverse relationships between the parameters studied will be reflected in the values obtained. Furthermore, possible measures to mitigate the casuistry around academic stress are also discussed.

An exploration of university student perceptions of discipline

2019 ◽  
Vol 10 (1) ◽  
pp. 61-82 ◽  
Author(s):  
Hana Krskova ◽  
Yvonne Breyer ◽  
Chris Baumann ◽  
Leigh Norma Wood
Keyword(s):  
Higher Education ◽  
University Students ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Structured Interviews ◽  
Workplace Performance ◽  
Content Type ◽  
Academic Progression

Purpose The role of discipline in achieving higher academic and workplace performance is receiving increasing attention; however, research into student discipline has historically centred on schools. The purpose of this paper is to explore how university students from multiple faculties and at different stages of academic progression understand discipline in higher education, with the aim to investigate how graduates could become more disciplined and more work ready. Design/methodology/approach This study adopted a qualitative exploratory approach. Semi-structured interviews were conducted with university students and analysed using thematic analysis. Findings The students viewed discipline as internally driven as opposed to being enforced externally, which is often the case in schools. Five main themes were identified as discipline dimensions: “focus”, “intention”, “responsibility”, “structure” and “time” (F.I.R.S.T.). Originality/value A new concept of discipline is presented, underpinned by a conceptual framework comprised of self-determination, goal-setting, self-efficacy, self-regulation and time management principles. A “Threshold Concept of Discipline”, a hierarchical four-layered concept that develops over time for every individual with the ultimate level being “Creative Discipline”, is proposed. These findings illuminate learning strategies that higher education institutions can use to further enhance learning and increase the work readiness of their graduates. Such strategies can empower students who aspire to perform at a higher level and to become true professionals.

scholarly journals Assessment of Learning and Study Strategies of University Students in Qatar Using an Arabic Translation of the Learning and Study Strategies Inventory

2014 ◽  
Vol 114 (3) ◽  
pp. 947-965 ◽  
Author(s):  
Haitham M. Alkhateeb ◽  
Ramzi Nasser
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Time Management ◽  
Self Regulation ◽  
Study Strategies ◽  
Strategic Learning ◽  
Test Strategies ◽  
Processing Motivation ◽  
Main Ideas ◽  
Learning And Study Strategies

413 (119 men, 294 women) undergraduate university students in Qatar completed an Arabic version of the Learning and Study Strategies Inventory (LASSI) measuring Anxiety, Attitude, Concentration, Information Processing, Motivation, Self-testing, Selecting Main Ideas, Study Aids, Time Management, and Test Strategies. The students' learning and study strategies scores were similar to those reported in the literature. Factor analysis indicated the same general factors as in the original study. Internal consistency estimates ranged from .62 to .88. Nine of the 10 scales (i.e., all with the exception of the Study Aids) significantly correlated with students' GPAs. Scores obtained from these scales provide valid assessments of Qatar University students' use of learning and study strategies related to skill, will, and self-regulation components of strategic learning and also academic achievement. There also were statistically significant differences between higher and lower achieving students in their learning and study strategies. This study also explored the use of the LASSI as a predictive measure of academic achievement. Anxiety and test strategies were significant predictors of academic achievement as measured by students' GPA.

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