scholarly journals The Relationship between Postgraduates' Academic Procrastination and Psychodynamic Variables

2013 ◽  
Author(s):  
Naiyi Wang ◽  
Ping He ◽  
Qian Li
Keyword(s):  
Academic Procrastination ◽  
The Relationship

scholarly journals I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety

2000 ◽  
Vol 61 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Qun G. Jiao
Keyword(s):  
Graduate Students ◽  
Anxiety Reduction ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Graduate Level ◽  
Academic Tasks ◽  
Library Anxiety ◽  
Term Papers ◽  
The Relationship ◽  
And Task

Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

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 In everlasting fight against academic procrastination: The roles of classroom engagement and internal locus of control

2019 ◽  
Vol 8 (4) ◽  
pp. 647
Author(s):  
Yen Ling Hui ◽  
Kususanto Ditto Prihadi ◽  
Najiya I. Arif ◽  
Sam X. Y. Yap ◽  
Melissa J. Chua ◽  
...  
Keyword(s):  
Locus Of Control ◽  
Private University ◽  
Academic Procrastination ◽  
Classroom Engagement ◽  
Control Scale ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Spss Software ◽  
The Relationship ◽  
Mediator Variable

<p><span>This study aims to test the hypothesis that classroom engagement mediates the relationship between students’ internal locus of control and academic procrastination. As many as 302 students from a private university between 18 to 26 years of age were recruited to respond to Internal-External Locus of control Scale, Classroom Engagement Inventory, and Academic Procrastination scale. Bootstrapping analyses were conducted by utilizing PROCESS Macro model 4 in SPSS software, and the results showed that the mediator variable fully mediates the link between the predictor and outcome variables. In other words, the direct effect of internal locus of control on academic procrastination was no longer significant when controlling for classroom engagement. Further discussion, implications and suggestions were presented at the end of the article.</span></p>

Study the Relationship Between Internal and External Control Source and Academic Procrastination of Students from Islamic Azad University, Iranshahr and Chabahar Branches

2015 ◽  
Vol 16 (SE) ◽  
pp. 443-448
Author(s):  
Mahbobeh Seyedi
Keyword(s):  
Significant Relationship ◽  
External Control ◽  
Academic Procrastination ◽  
One Year ◽  
Control Resource ◽  
The Relationship ◽  
Control Source

This research has been designed and conducted to study relationship between internal and external control resource and academic procrastination of students. 200 students who have passed at least one year since they started their academic course, completed academic procrastination questionnaire and Rutter,s internal and external control resource. Findings showed that there is no significant relationship between type of control resource, procrastination in preparing for exam, doing homework, providing papers at the end of semester, students, feeling and emotions about procrastination, students, tendency for changing procrastination habit and total score of procrastination. But, there is significant relationship feeling and emotion about procrastination and lack of tendency to change habits for prediction of procrastination in preparing for exams, prediction of delays in doing homework and providing papers.

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