scholarly journals ACADEMIC PROCRASTINATION OF COLLEGE STUDENTS

2019 ◽  
Vol 3 (2) ◽  
pp. 431
Author(s):  
Grace Amin
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Internet Addiction ◽  
Indirect Effect ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Factors Influencing ◽  
In The Beginning ◽  
Research Show

Penundaan atau prokastinasi dapat diartikan sebagai kecenderungan menunda pengerjaan atau penyelesaian suatu tugas atau aktifitas. Ada banyak factor yang empengaruhi penundaan akademik seperti kecanduan internet, self – efficacy, manajemen waktu, motivasi dan stress. Salah satu dampak dari penundaan akademik adalah hasil akademik. Tujuan dari penelitian ini adalah untuk menganalisa factor yang mempengaruhi academic procrastination diantara mahasiswa di wilayah Cikarang – Bekasi. Peneliti menganalisa data yang didapatkan dari hasil 139 mahasiswa yang telah mengisi kuesioner menggunakan metode analisis jalur – PLS. Sampel yang digunakan dalam penelitian ini adalah mahasiswa angkatan 2016 – 2019. Hasil dari penelitian ini menunjukkan bahwa sebagian besar hipotesis yang diajukan diterima. Beberapa hipotesis menyatakan bahwa kecanduan internet tidak memiliki dampak yang signifikan terhadap manajemen waktu, kecanduan internet tidak memiliki dampak yang signifikan terhadap academic procrastination melalui manajemen waktu, motivasi tidak memiliki dampak yang signifikan terhadap academic procrastination, Stress tidak memiliki dampak yang signifikan terhadap manajemen waktu dan stress tidak memiliki dampak signifikan terhadap academic procrastination melalui manajemen waktu. Procrastination refers to intentionally delay in the beginning or completion of due tasks or activities. There are many factors influencing academic procrastination, such as internet addiction, self – efficacy, time management, motivation and stress. One of the impacts of academic procrastination is academic performance. The purpose of this research is to analyze factors influence procrastination among college students in Cikarang – Bekasi. Researcher analyzed data that gathered from 139 students filled the questionnaire, using path analysis – PLS. Sample in this research were college students batch 2016 – 2019. The result of this research show that most of proposed hypotheses in the model were accepted. Some hypotheses stated that Internet Addiction has no significant effect on time management, Internet Adiction has no significant indirect effect on academic procrastination through time management, Motivation has no significant effect on academic procrastination, Stress has no significant effect on time management and stress has no significant effect on academic procrastination through time management.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

scholarly journals Illuminating Differences in The Psychological Predictors of Academic Performance for First- And Continuing-Generation Students

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Psychological Factors ◽  
First Generation ◽  
Academic Stress ◽  
First Generation Students ◽  
Factors Associated ◽  
Academic Self Efficacy

First-generation college students experience a disproportionate rate of challenges on college campuses, reflected by lower academic performance. Research has identified academic self-efficacy, optimism, goal orientation, and academic stress all as psychological factors associated with academic performance. However, this research rarely distinguishes between first- and continuing-generation students, and there may be unique effects for each group. We investigated whether the previously identified psychological factors associated with academic performance hold the same relationships for firstand continuing-generation college students. A sample of 143 undergraduate students self-reported levels of academic self-efficacy, optimism, goal orientation, and academic stress. Academic performance was measured using their midterm exam grade. There were differences found in the mean levels of psychological factors and their associations with academic performance for first- and continuing-generation students. Overall, the psychological factors explained a very small portion of the variance in academic performance among first-generation students (13.4%) with none of the psychological factors holding an independent association with academic performance. Conversely, psychological factors explained considerably more of the variance in academic performance for continuing-generation students (60.5%), with domains of goal orientation and academic stress being independently associated with academic performance. Our findings suggest that new pathways to improving first-generation students’ academic performance should be identified, and that

scholarly journals Analyzing Needs for Training on Academic Procrastination Behavior pof College Students

2017 ◽  
Vol 4 (7) ◽  
pp. 111-119
Author(s):  
Iman Dwi Almunandar ◽  
Nellawaty A. Tewu ◽  
Anshari Al-Ghaniyy
Keyword(s):  
College Students ◽  
Time Management ◽  
Random Sampling ◽  
Sampling Method ◽  
Group Discussion ◽  
Social Factor ◽  
Psychology Students ◽  
Academic Procrastination ◽  
Personal Initiative ◽  
Proper Training

The emergence of academic procrastination behavior among students in Indonesia, especially the students of Faculty of Psychology at YARSI University, becomes a habit not to be underestimated, so interfere with the effectiveness of the learning process frequently. The lecturers at the Faculty of Psychology have often warned students to do and collect assignments in accordance with predetermined deadline. However, they still violate it. According to researchers, this problem needs to be solved with a proper training to minimize academic procrastination behavior of the students. In this study, researchers conducted a needs analysis to decide whether the students need a training or not. In the study, there are 30 respondents who were chosen with the random sampling method. Measurement of academic procrastination behavior is using the theory by McCloskey (2011), which has six dimensions: Psychological Belief about Abilities, Distractions, Social Factor of Procrastination, Time Management, Personal Initiative, and Laziness. Methods of analyzing needs are using Questioner, Interview, Observations, Focus Group Discussion (FGD), Intelligence Tests. The result of analyzing needs shows that psychology students' generation of 2015 at the Faculty of Psychology YARSI University need for training on Time Management. Keywords: Procrastination; College Students; Analyze Needs

Effects of self-concealment and self-esteem on Internet addiction in college students

2021 ◽  
Vol 49 (7) ◽  
pp. 1-9
Author(s):  
Guangya Zhou ◽  
Enguo Wang
Keyword(s):  
College Students ◽  
Internet Addiction ◽  
Indirect Effect ◽  
Positive Relationship ◽  
Self Esteem ◽  
The Self ◽  
The Internet ◽  
Shed Light

We investigated the relationships between self-concealment, selfesteem, and Internet addiction in college students. Participants (N = 589 undergraduates) completed the Self-Concealment Scale, the Rosenberg Self-Esteem Scale, and the Internet Addiction Diagnostic Questionnaire. Results show that self-esteem partially mediated the positive relationship between self-concealment and Internet addiction. Further, the bootstrapping analysis results reveal that self-concealment had a significant indirect effect via self-esteem on Internet addiction among college students. These findings extend previous studies and shed light on ways to reduce Internet addiction from a positive and meaningful perspective through the effects of self-concealment and selfesteem.

Academic Delay of Gratification, Self-Efficacy, and Time Management among Academically Unprepared College Students

2009 ◽  
Vol 104 (2) ◽  
pp. 613-623 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Time Management ◽  
Self Efficacy ◽  
Delay Of Gratification ◽  
Efficacy Beliefs ◽  
Immersion Program ◽  
Academic Delay ◽  
Academic Delay Of Gratification

This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

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