Exploring Student Academic Procrastination Based on Time Management, Social Support and Self-Efficacy

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.

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Manajemen Waktu, Dukungan Sosial, dan Prokrastinasi Akademik Siswa Kelas XI SMA

Indonesian Journal of Guidance and Counseling: Theory and Application ◽

10.15294/ijgc.v8i1.27736 ◽

2019 ◽

Vol 8 (1) ◽

pp. 49-54

Author(s):

Dije Zaraska Kristy

Keyword(s):

Social Support ◽

Significant Relationship ◽

Time Management ◽

Child And Adolescent ◽

Cluster Sampling ◽

Academic Procrastination ◽

Management Behavior ◽

The Social ◽

Social Support Scale ◽

Behavior Scale

Penelitian ini bertujuan untuk mengetahui hubungan antara manajemen waktu dan dukungan sosial dengan prokrastinasi akademik pada siswa kelas XI baik secara parsial maupun secara bersama-sama. Penelitian ini menggunakan desain kuantitatif korelasional. Sampel yang digunakan berjumlah 195 dari 421 siswa dengan teknik pengambilan sampel cluster sampling. Alat pengumpul data yang digunakan adalah PASS (Procrastination Assesment Scale of Students), TMBS (Time Management Behavior Scale, dan CASSS (Child and Adolescent Social Support Scale). Koefisien skala tersebut adalah 0,266-0,660; 0,273-0,767; dan 0,277-0,726 dengan nilai alpha 0,781; 0,876; dan 0,933. Adapun teknik analisis data menggunakan analisis regresi berganda. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara manajemen waktu dengan prokrastinasi akademik (R= 0,420, F(4,190) = 10,192, p = <0,01). Kemudian antara dukungan sosial dengan prokrastinasi akademik juga terdapat hubungan yang signifikan (R = 0,062, F(4,186) = 3,346, p = <0,05). Begitu pula antara manajemen waktu dan dukungan sosial secara bersama-sama juga memiliki hubungan yang signifikan dengan prokrastinasi akademik (R = 0,482, F(8,186) = 7,021, p = <0,01). Disarankan agar guru BK dapat memberikan layanan yang dapat menurunkan prokrastinasi akademik. Saran untuk penelitian lanjutan, bisa melihat seberapa besar pengaruh penetapan tujuan dan prioritas, mekanisme perencanaan dan penjadwalan, dan persepsi kontrol atas waktu terhadap prokrastinasi akademik dalam studi eksperimen. This research aims to identify the relationship between the time management and the social support to the academic procrastination of grade XI students in partially as well as communally. This research used a correlational quantitative design. The samples of this research were taken using cluster sampling which consisted of 195 selected students from 421 students. Data were collected using the instrument of Procrastination Assessment Scale of Students (PASS), Time Management Behavior Scale (TMBS), and Child and Adolescent Social Support Scale (CASSS). The coefficients of those scales are 0.266-0.660, 0.273-0.767, and 0.277-0.726 with the alpha value of 0.781, 0.876, and 0.933. Furthermore, the data of this research were analyzed using multiple regression analysis. According to the result analysis, it showed that there is a significant relationship between the time management and the academic procrastination—where R = 0.420, F(4.190) = 10.192, and p =<0.01—and the significant relationship also occur between the social support and the academic procrastination—where R = 0.062, F(4.186) = 3.346, and p =<0.05. Communally, it was showed a similar result where both the time management and the social support have a significant relationship to the academic procrastination—with the value R = 0.482, F(8.186) = 7.021, and p =<0.01. Therefore, it is suggested for the counseling teachers to be able to give a valuable service in order to decrease the students’ academic procrastination. Suggested for further research, can research effect of setting goals and priorities, mechanics planning and scheduling, perceived control of time on academic procrastination in experimental studies.

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EFIKASI DIRI DAN DUKUNGAN SOSIAL DOSEN PEMBIMBING SKRIPSI PADA PROKRASTINASI AKADEMIK MAHASISWA UNIVERSITAS UDAYANA

Jurnal Psikologi Udayana ◽

10.24843/jpu.2015.v02.i01.p10 ◽

2015 ◽

Vol 2 (1) ◽

Author(s):

Ni Nyoman Wiranti ◽

Supriyadi Supriyadi

Keyword(s):

Social Support ◽

Self Efficacy ◽

Linear Regression Analysis ◽

Simple Random Sampling ◽

Multiple Linear Regression Analysis ◽

University Student ◽

Coefficient Of Determination ◽

Academic Procrastination ◽

Validity And Reliability ◽

Social Support Scale

Writing thesis is one of the important academic area as one of the requirements to earn a bachelor degree (Catrunada, 2008). In the process of writting thesis, a lot of student who have difficulties and failures are caused by the tendency of procrastination. Judging from internal factor, self-efficacy is one of the variables involved in the smoothness of university student's thesis. While from external factor, supervisor support is considered essential for the smoothness of university student's thesis (Ratnawati, 2007). This study aims to find the relationship between self-efficacy and supervisor social support toward academic procrastination. Respondents in this study are a student at Udayana University as many as 98 students using simple random sampling as a sampling method. This study used content validity and reliability of Cronbach Alpha. Measured instruments used are the self-efficacy scale (18 items; rxx` = 0.780), supervisor social support scale (22 items; rxx` = 0.929) and academic procrastination scale (33 items; rxx` = 0.955). Data processed by multiple linear regression analysis. The results show there is a relationship between self-efficacy and supervisor social support toward Udayana University student academic procrastination (r = 0.695, p = 0.000). The coefficient of determination obtained at 0.483, which means the effective contribution of variables self-efficacy and social support to academic procrastination were 48.3%. Keywords: self-efficacy, social support, academic procrastination, university student

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THE INFLUENCE OF SELF-EFFICACY AND PARENT’S SOCIAL SUPPORTS ON ACADEMIC PROCRASTINATION OF STUDENTS IN YP GKPI JUNIOR HIGH SCHOOL, RAWAMANGUN, INDONESIA

10.31219/osf.io/sak4g ◽

2019 ◽

Author(s):

Ahmad Zubaidi ◽

Fretty Eliana ◽

Dinni Jufita Putri

Keyword(s):

Social Support ◽

High School ◽

Regression Analysis ◽

Junior High School ◽

Self Efficacy ◽

Junior High ◽

Social Supports ◽

The Other ◽

Academic Procrastination ◽

Social Support Scale

This present study is intended to investigate the influence of self-efficacy and parent’s social supports on academic procrastination of students in YP GKPI junior high school, Rawamangun, Indonesia. Since the population comprising 58 students, a small number of population, this study employed a census method. The instrument involved an academic procrastination scale (34 items), self-efficacy scale (25 items), and parent’s social support scale (33 items). The result of multiple regression analysis reveals that the value of p<0.05, meaning that self-efficacy and parent’s social support altogether contribute to the academic procrastination behavior significantly. On the other hand, the variable of parent’s social support does not significantly contribute to academic procrastination of the students. This is based on the result of coefficient table that the value of p>0.05.

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INVESTIGATING THE ACADEMIC PROCRASTINATION OF EFL STUDENTS

Jurnal Pendidikan Bahasa Inggris Indonesia ◽

10.23887/jpbi.v8i2.3498 ◽

2020 ◽

Vol 8 (2) ◽

pp. 67-77

Author(s):

Muhammad Mersandy Wirajaya

Keyword(s):

Qualitative Study ◽

Negative Correlation ◽

Time Management ◽

Self Efficacy ◽

Correlational Analysis ◽

Academic Procrastination ◽

Strong Negative Correlation ◽

Personal Initiative ◽

Efl Students ◽

High Level

Procrastination is frequently performed by students and many studies claimed that it happened to all levels of students. This study aimed at: (1) investigating the level of academic procrastination of EFL students in Universitas Pendidikan Ganesha, (2) investigating EFL students’ reasons in engaging on academic procrastination, and (3) determining whether self-efficacy correlates with academic procrastination. An embedded mix-method with explanatory design was employed in this study, it is started quantitatively than followed up by an in-depth qualitative study. A correlational analysis was used to test the hypothesis of this study. The findings revealed that (1) EFL students in Universitas Pendidikan Ganesha mostly had a high level (63%) of procrastination (n= 130); (2) the main reasons of EFL students to engage on academic procrastination were; Time management (28%), Aversiveness of the Task (24%), Sincerity (22%), and Personal Initiative (26%); and (3) there was a strong, negative correlation between students academic procrastination and self-efficacy, r = –.651, n = 130.

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KONTRIBUSI DUKUNGAN SOSIAL DAN EFIKASI DIRI TERHADAP PROKRASTINASI AKADEMIK PADA SISWA KELAS VII DI SMP NEGERI 27 BANJARMASIN

JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN ◽

10.31602/jbkr.v6i2.3510 ◽

2020 ◽

Vol 6 (2) ◽

pp. 83

Author(s):

Noor Anida Rahmadina ◽

Sulistiyana Sulistiyana ◽

Muhammad Arsyad

Keyword(s):

Social Support ◽

Data Analysis ◽

Linear Regression ◽

Self Efficacy ◽

Sampling Technique ◽

Academic Procrastination ◽

Analysis Technique ◽

The Social ◽

Regression Test ◽

Saturated Sample

Proktastinasi akademik merupakan suatu bentuk penundaan dalam menyelesaikan suatu tugas ataupun pekerjaan. Prokrastinasi akademik juga sudah menjadi problem bagi banyak orang. Maka, tujuan pada penelitian ini ialah untuk mengetahui kontribusi antara dukungan sosial dan efikasi diri terhadap prokrastinasi akademik pada siswa kelas VII di SMP Negeri 27 Banjarmasin. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kontribusi. Alat pengumpulan data menggunakan angket dan teknik penarikan sampelnya menggunakan sampel jenuh yaitu mengambil sampel secara keseluruhan. Adapun sampel yang diambil sebanyak 193 orang siswa kelas VII di SMP Negeri 27 Banjarmasin. Dengan tekniki analisisi datal menggunakanl regresil lineari sederhanau dan regresio linieari iberganda. Hasil dari Teknikiuanalisisiodatai menggunakani9Uji Regresig LiniearuBergandal mendapatkani hasili bahwa nilai sig 0,000 > 0,05 dan nilai Fhitung 381,356 yang dinyatakan ada kontribusi yang signifikan antara dukungan sosial dan efikasi diri terhadap prokrastnasi akademik dikalangan siswa kelas VII di SMP Negeri 27 Banjarmasin. Adapun dari hasil analisis yang ditemukan menyatakan bahwa dukungan sosial dan efikasi diri memberikan kontribusi terhadap prokrastinasi akademik sebesar 80,1%.___________________________________________________________________ Academic procastination is a form of delay in completing a task or job. Academic procrastination has also become a problem for many people. So, the purpose of this study was to describe the social support and self-efficacy of academic procrastination in grade VII students at SMP Negeri 27 Banjarmasin. And to determine the contribution between social support and self-efficacy on academic procrastination in grade VII students at SMP Negeri 27 Banjarmasin. This study uses a quantitative approach with the type of research contribution. The data collection tool used a questionnaire and the sampling technique used saturated sample. The sample taken was 193 grade VII students at SMP Negeri 27 Banjarmasin. With data analysis techniques using simple linear regression and multiple linear regression.The results of the data analysis technique using the Multiple Linear Regression Test show that the sig value is 0.000> 0.05 and the Fcount value is 381.356 which states that there is aysignificantucontribution betweenusocial supportiuand self-efficacy on academicuiprocrastinationijamong seventh grade students at SMP Negeri 27 Banjarmasin. The results of the analysis found that social support and self-efficacy contributed 80.1%. Kata Kunci : Dukungan Sosial; Efikasi Diri; Prokrastinasi Akademik

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ACADEMIC PROCRASTINATION OF COLLEGE STUDENTS

Jurnal Muara Ilmu Ekonomi dan Bisnis ◽

10.24912/jmieb.v3i2.7346 ◽

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.

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