Relationship between Academic Self-Efficacy and Academic Procrastination: Understanding How Academic Self Efficacy affect Academic Procrastination in Undergraduate Students

Zarmeen  Qureshi

doi:10.32350/jarms.42.10

Zarmeen Qureshi Beaconhouse National University

DOI: https://doi.org/10.32350/jarms.42.10

Keywords: Academic Self efficacy, Academic Procrastination, Undergraduate students

Abstract

Abstract Views: 0

Academic Procrastination is seen as one of the hurdles for the student's success. This is increasing more now and affecting their grades and also, mental health. Although many factors affect procrastination, one of them is academic self-efficacy itself. This research was conducted to find the extent to which academic self-efficacy affects academic procrastination in undergraduate students. We conducted our research on 330 undergraduate students from Beaconhouse National University in Lahore Pakistan. We gave them an online questionnaire to fill which took not more than one minute. For collecting and analyzing the data we selected two scales: Procrastination Assessment Scale for Students and Academic Self-Efficacy and Efficacy for Self-Regulated Learning scale. And we have made a conclusion that Student Academic procrastination is influenced by academic self-efficacy, based on our detailed correlation and regression research. They have an inverse relationship. Their link is statistically significant. Moreover, it was also discovered that students who recognize that procrastination is a problem and not the same ratio are willing enough to decrease it

Downloads

Download data is not yet available.

References

Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51–69.

Certel, Z., Kozak, M., & Certel, Z. (2017). The examination of relationships between academic self-efficacy, academic procrastination, and locus of academic control of athletes in different sports. The Sport Journal, 19, 1–10.

de la Fuente, J., Malpica-Chavarria, E. A., Garzón-Umerenkova, A., & Pachón-Basallo, M. (2021). Effect of personal and contextual factors of regulation on academic achievement during adolescence: the role of gender and age. International Journal of Environmental Research and Public Health, 18(17), Article e8944. https://doi.org/10.3390/ijerph18178944

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in

medical students: a structural equation model. BMC Medical Education, 20(1), Article e76. https://doi.org/10.1186/s12909-020-01995-9

Jacobsen, M. Å. (2021). Reducing academic procrastination: Designing an artifact to aid students [Master's thesis, The University of Bergen]. Bergen Open Research Archive. https://bora.uib.no/bora- xmlui/handle/11250/2770398?show=full&locale-attribute=en

Janssen, J. (2015). Academic procrastination: Prévalence among high school and undergraduate students and relationship to academic achievement [Doctoral dissertation, Georgia State University]. Scholar Works@ Georgia State University. https://scholarworks.gsu.edu/epse_diss/103

Joseph, J. G. (2016). A correlational study of academic procrastination, academic self-efficacy, and academic performance among Chinese general hospital college students. https://tinyurl.com/36uywb9f

Khan, I., Shah, D., & Shah, S. S. (2021). COVID-19 pandemic and its positive impacts on environment: An updated review. International Journal of Environmental Science and Technology, 18, 521–530. https://doi.org/10.1007/s13762-020-03021-3

Khan, M. J., Arif, H., Noor, S. S., & Muneer, S. (2014). Academic procrastination among male and female university and college students. FWU Journal of Social Sciences, 8(2), 65–70.

Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001

Makara-Studzińska, M., Załuski, M., Biegańska-Banaś, J., Tyburski, E., Jagielski, P., & Adamczyk, K. (2021). Perceived stress and burnout syndrome: A moderated mediation model of self-efficacy and psychological comfort among polish air traffic controllers. Journal of Air Transport Management, 96, Article e102105. https://doi.org/10.1016/j.jairtraman.2021.102105

Malkoç, A. & ve Kesen Mutlu, A. (2018). Academic self-efficacy and academic procrastination: Exploring the mediating role of academic motivation in Turkish university students. Universal Journal of

Educational Research, 6(10), 2087–2093. https://dx.doi.org/10.13189/ujer.2018.061005

Motie, H., Heidari, M., & Sadeghi, M. A. (2012). Predicting academic procrastination during self-regulated learning in Iranian first grade high school students. Procedia-Social and Behavioral Sciences, 69, 2299– 2308. https://doi.org/10.1016/j.sbspro.2013.02.023

Nayak, S., Kuo, C., & Tsai, A. C. H. (2019). Mid-frontal theta modulates response inhibition and decision making processes in emotional contexts. Brain Sciences, 9(10), Article e271. https://doi.org/10.3390/brainsci9100271

Nelson, K. L., Newman, D. N., McDaniel, J. R., & Buboltz, W. C. (2013). Gender differences in fear of failure amongst engineering students. International Journal of Humanities and Social Science, 3(16), 10–16.

Opdenakker, M. C. (2021). Need-supportive and need-thwarting teacher behavior: their importance to boys’ and girls’ academic engagement and procrastination behavior. Frontiers in Psychology, 12, Article e628064. https://doi.org/10.3389/fpsyg.2021.628064

Park, S. W., & Sperling, R. A. (2012). Academic procrastinators and their self-regulation. Psychology, 3(1), 12–23. https://doi.org/10.4236/psych.2012.31003

Rabin, L. A., Fogel, J., & Nutter-Upham, K. E. (2010). Academic procrastination in college students: The role of self-reported executive function. Journal of Clinical and Experimental Neuropsychology, 33(3), 344–357. https://doi.org/10.1080/13803395.2010.518597

Rajapakshe, W. (2021). The impact of academic procrastination, self- efficacy, and motivation on academic performance: Among undergraduates in non-state universities in Sri Lanka. Asian Journal of Education and Social Studies, 14(3), 25–38. https://doi.org/10.9734/ajess/2021/v14i330356

Sirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self- efficacy. Educational Research and Reviews, 6(5), 447–455.

Smith, A., & Facciolo, M. (2020). Relations between self-efficacy and procrastination types in college students. Modern Psychological Studies, 25(2), Article e6.

Taura, A. A., Abdullah, M. C., Roslan, S., & Omar, Z. (2015). Relationship between self-efficacy, task value, self-regulation strategies and active procrastination among pre-service teachers in colleges of education. International Journal of Psychology and Counselling, 7(2), 11–17. https://doi.org/10.5897/IJPC2014.0297

Xu, J., Marjia, M., Ahluwalia, K., Zada, D. K., Tavakolizaeh, N., & Dao,

M. (2021). Interventional procrastination strategies for young adults in virtual settings: A systematic review. PsyArXiv Preprints. Advance online publication. https://doi.org/10.31234/osf.io/cgvdb

Yilmaz, M. B. (2017). The relation between academic procrastination of university students and their assignment and exam performances: The situation in distance and face-to-face learning environments. Journal of Education and Training Studies, 5(9), 146–157.

Zarrin, S. A., & Gracia, E. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory and Practice, 20(3), 34–43.