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Prakoso, Erik Teguh, und Wida Reni Kristianti. „BIBLIO COUNSELING TO REDUCE THE EFFECTIVENESS OF STUDENT academic procrastination FORCE OF GUIDANCE AND COUNSELING“. Satya Widya 33, Nr. 2 (21.12.2017): 93–98. http://dx.doi.org/10.24246/j.sw.2017.v33.i2.p93-98.
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Academic Procrastination is a manifestation form of avoidance in a task that should be done by an individual. Procrastinator deliberately to delay the work or tasks that should be solved. Thus procrastination is delay work on an employment or assignment that is done deliberately.This study uses a quantitative approach to design Quasi Experiment patterns pretest and posttest Group.The subjects in this study is the Student Guidance and Counseling Program 2015 University Kanjuruhan Malang forces amounting to 5 students. The research instrument uses a scale of academic procrastination. Data analysis technique used is statistically using SPSS 22:00 for windows.The results showed that based on the analysis of different test Wilcoxon between pretest and posttest generate value significant (two-tailed) <0.05 is 0.043, which means the provision of treatment through counseling biblio effective to reduce the level of student academic procrastination. Based on the results of data presentation can be concluded that the study subjects experienced the difference after the treatment is done, so it can be said that the biblio effective counseling to reduce the level of academic procrastination. Keywords: Academic Procrastination, Biblio counseling
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Zobkov, A. V. „To the Problem of Parental Procrastination in Interaction with Children“. Sibirskiy Psikhologicheskiy Zhurnal, Nr. 77 (2020): 90–110. http://dx.doi.org/10.17223/17267080/77/5.
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The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotional regulation skills.
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Metin, U. Baran, Toon W. Taris, Maria C. W. Peeters, Max Korpinen, Urška Smrke, Josip Razum, Monika Kolářová, Reny Baykova und Dariia Gaioshko. „Validation of the Procrastination at Work Scale“. European Journal of Psychological Assessment 36, Nr. 5 (September 2020): 767–76. http://dx.doi.org/10.1027/1015-5759/a000554.
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Abstract. Procrastination at work has been examined relatively scarcely, partly due to the lack of a globally validated and context-specific workplace procrastination scale. This study investigates the psychometric characteristics of the Procrastination at Work Scale (PAWS) among 1,028 office employees from seven countries, namely, Croatia, the Czech Republic, Finland, Slovenia, Turkey, Ukraine, and the United Kingdom. Specifically, it was aimed to test the measurement invariance of the PAWS and explore its discriminant validity by examining its relationships with work engagement and performance. Multi-group confirmatory factor analysis shows that the basic factor structure and item loadings of the PAWS are invariant across countries. Furthermore, the two subdimensions of procrastination at work exhibited different patterns of relationships with work engagement and performance. Whereas soldiering was negatively related to work engagement and task performance, cyberslacking was unrelated to engagement and performance. These results indicate further validity evidence for the PAWS and the psychometric characteristics show invariance across various countries/languages. Moreover, workplace procrastination, especially soldiering, is a problematic behavior that shows negative links with work engagement and performance.
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Voronova, T. A., S. V. Dubrovina und Yu V. Chepurko. „Procrastination in Medical University Students with Different Personality Orientation“. Education and science journal 22, Nr. 9 (10.11.2020): 86–106. http://dx.doi.org/10.17853/1994-5639-2020-9-86-106.
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Introduction. The present article is devoted to the study of the procrastination severity in medical university students with different personality orientation, as well as to a comparative qualitative and quantitative analysis of this phenomenon. The aim of the current research is to investigate the procrastination severity in medical university students depending on the personality orientation. Methodology and research methods. The methodological basis of the study is the fundamental principles of the personality psychology, developed in the Russian psychology by A. N. Leontiev, S. L. Rubinstein. The personality orientation was considered on the basis of the provisions formulated by A. S. Makarenko, A. N. Leontiev, V. N. Myasishchev, K. K. Platonov. To understand the phenomenon of procrastination, the authors implemented the provisions articulated by Ya. I. Varvarycheva, E. L. Mikhailova, N. A. Shukhov. C. Lei’s procrastination scale was used in order to study the procrastination level. Personality orientation was examined with the use of the questionnaire developed by V. Smekal and M.Kucher.The obtained results were processed using the methods of mathematical statistics, in particular, the Kruskal–Wallis test, and Spearman’s rank correlation test. The sample included 96 students of the 1st-2nd years of education (average age is 19.5) of the Irkutsk State Medical University. Results. The distribution of medical students by the level of severity of procrastination is determined. It is demonstrated that this category of students is characterised by an average and high level of a partial or constant tendency to delay the implementation of important matters and making decisions, consciously postponing the implementation of leading activity. The business orientation of the personality, manifested in the predominance of motives associated with the activity itself and with the enthusiasm for the activity, dominates in students. It was estimated that students characterised by personal, business and interaction orientation are statistically significantly different by the severity of procrastination, while the students focused on communication and interaction are characterised by a higher level of procrastination. The prevalence of social networks, the availability of mobile communications and the Internet create the basis for the implementation of the communication need with the use of virtual communication, and simultaneously is an obstacle to the implementation of leading activities. For students with a personality orientation, it is most difficult to correlate their own needs and the need to care responsibilities, such a dissonance of tasks and leading motives activates procrastinating behaviour. Scientific novelty. The levels of procrastination among medical students are revealed. It is established that differences in the severity of procrastinating behaviour depends on the dominant orientation of the person (personal orientation, business orientation, interaction orientation). It is stated that students with an interaction orientation, inclined to show interest in people, attentiveness to interpersonal relations, have a higher level of procrastinating behaviour. It is revealed for the first time that the focus on communication with other people is a personal predictor of procrastinating behaviour among medical students. Practical significance. The research results allow for the determination of strategies and formulation of recommendations on correcting procrastination, as well as prevention of procrastination. The research findings can be employed to organise targeted psychological work with students of medical universities.
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Bańka, Augustyn, und Aleksander Hauziński. „Decisional procrastination of school-to-work transition: Personality correlates of career indecision“. Polish Psychological Bulletin 46, Nr. 1 (01.03.2015): 34–44. http://dx.doi.org/10.1515/ppb-2015-0004.
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Abstract Procrastination as putting off until tomorrow what one had intended to do today is well-known tendency in everyday life. In an attempt to understand the character of procrastination in different life-domains, a large body of research has been accumulated over the last decades. This article was aimed to evaluate a specific decisional procrastination of school-to-work transition (SWT) that is treated as maturity postponement. Two studies are reported examining SWT procrastination defined as career indecision among Polish students graduating universities. In Study 1 (N=366), attitudinal and identity statuses were analyzed as correlates of career procrastination. A path analysis conducted for the model, which was aimed to explain the influence of career self-efficacy and occupational commitment on career indecision (dependent variable), revealed its very good fitness (RMSEA=.000). Those two independent variables explain 10% of career indecision variance. Stepwise multiple regression analyses conducted to ascertain relationship of five identity statuses (Brzezińska, Piotrowski, 2010) to procrastination measure (career indecision) showed that Commitment Making and Ruminative Exploration are strongest predictor variables. In study 2 (N=157), the stepwise multiple regression analyses conducted to ascertain the independent relationship of each of Big Five personality factor revealed that Neuroticism and Extraversion accounts of the most of explained variance of school-to-work transition procrastination.
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Abidi, Syed Muhammad Raza, Wu Zhang, Saqib Ali Haidery, Sanam Shahla Rizvi, Rabia Riaz, Hu Ding und Se Jin Kwon. „Educational Sustainability through Big Data Assimilation to Quantify Academic Procrastination Using Ensemble Classifiers“. Sustainability 12, Nr. 15 (28.07.2020): 6074. http://dx.doi.org/10.3390/su12156074.
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Ubiquitous online learning is continuing to expand, and the factors affecting success and educational sustainability need to be quantified. Procrastination is one of the compelling characteristics that students observe as a failure to achieve the weaker outcomes. Past studies have mainly assessed the behaviors of procrastination by describing explanatory work. Throughout this research, we concentrate on predictive measures to identify and forecast procrastinator students by using ensemble machine learning models (i.e., Logistic Regression, Decision Tree, Gradient Boosting, and Forest). Our results indicate that the Gradient Boosting autotuned is a predictive champion model of high precision compared to the other default and hyper-parameterized tuned models in the pipeline. The accuracy we enumerated for the VALIDATION partition dataset is 91.77 percent, based on the Kolmogorov–Smirnov statistics. Additionally, our model allows teachers to monitor each procrastinator student who interacts with the web-based e-learning platform and take corrective action on the next day of the class. The earlier prediction of such procrastination behaviors would assist teachers in classifying students before completing the task, homework, or mastery of a skill, which is useful and a path to developing a sustainable atmosphere for education or education for sustainable development.
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R. Asio, John Mark. „Procrastination and Work Productivity of Academic Staff: Implications to the Institution“. Shanlax International Journal of Arts, Science and Humanities 9, Nr. 1 (01.07.2021): 46–53. http://dx.doi.org/10.34293/sijash.v9i1.4068.
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Procrastination in the academic institution is not new since it prevails from students even to staff. This might create problems, especially in the individual’s output. This study analyzed the relationship, procrastination level, and the work productivity of academic staff from a tertiary education institution in Central Luzon, Philippines. Using a convenience sampling technique, 70 academic staff took part in the survey. This study used a descriptive-correlational design with an adapted questionnaire from McCloskey (2011) and Buuri (2015) as an instrument. For the statistical analysis, the study used SPSS 23 to analyze the gathered data. The study found that the academic staff “often” subject themselves to procrastination, and they “agree” that they are productive in their work. There were significant differences found in the procrastination level and work productivity of the academic staff when grouped according to sex, civil status, and years in service. In terms of relationship, the study confirmed a low direct relationship between the level of procrastination and work productivity of the academic staff. Based on the aforementioned results, the researcher provided some implications for the institution to consider.
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Gan, Yurong, Aijuan Jiang und Li Heng. „Interaction Design of Office Supplies Based on GTD“. E3S Web of Conferences 179 (2020): 02056. http://dx.doi.org/10.1051/e3sconf/202017902056.
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In daily study and work, there are some people who complain about procrastination and how to change from an ill-adapted procrastination patient to the adaptive procrastination to improve the efficiency of work by using procrastination. This paper studies the procrastination crowd, analyzes the cause of procrastination anxiety, and puts forward a method based on management time-GTD (Getting Things Done) designs a set of office supplies design combining software and hardware from the point of view of product design. Hopefully, through the core principles of GTD: collection, collation, organization, review, and execution of a series of steps to procrastinate patients at a certain stage Solve or alleviate the bad factors caused by procrastination in order to improve the efficiency of the work.
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Bielinis, Ernest, Jenni Simkin, Pasi Puttonen und Liisa Tyrväinen. „Effect of Viewing Video Representation of the Urban Environment and Forest Environment on Mood and Level of Procrastination“. International Journal of Environmental Research and Public Health 17, Nr. 14 (15.07.2020): 5109. http://dx.doi.org/10.3390/ijerph17145109.
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A common problem among students is the problem of delaying important work activities, which is conceptualized as procrastination. Since procrastination can cause considerable costs for society, we would like to find a method to effectively alleviate the symptoms of this conditioning. It has been proven in an earlier study that staying in the forest environment increases vitality and reduces anxiety, and the negative state of these features can be associated with the intensification of procrastination symptoms. Therefore, it is likely that watching a forest video may decrease the probability or intensity of procrastination. To measure the impact of the forest environment on the level of procrastination of the subjects, a randomized experiment was carried out, in which the subjects watched in random order (on different days) one of two 15-min videos: one showing a walk in the forest area and one showing a walk in an urban environment (control). We measured the level of so-called ‘fluid procrastination’ including three aspects: ‘lack of energy to do the work’, ‘inability to get to work’ and ’pessimistic attitude to do the work’ with a set of questions the respondents completed before and after the experiment. The results showed that one aspect of fluid procrastination (‘pessimistic attitude to do the work’) can be effectively lowered by watching a video showing the forest environment. In contrast, watching a video of an urban environment increased the procrastination levels for two other aspects of procrastination (‘lack of energy to do the work’, ‘inability to get to work’). We also measured three other parameters before and after the experiment: mood state, restoration and vitality. Watching the video from forest area raised mood and restoration and watching the video from urban area, decreased mood, vitality and restoration. The study suggests that watching a video showing forest landscapes could be used as an effective remedy for problems related to procrastination among students.
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Julia M. Wright. „Pathologizing Procrastination; Or, the Romanticization of Work“. ESC: English Studies in Canada 34, Nr. 2-3 (2008): 16–20. http://dx.doi.org/10.1353/esc.0.0135.
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Eerde, Wendelien Van. „Procrastination at Work and Time Management Training“. Journal of Psychology 137, Nr. 5 (September 2003): 421–34. http://dx.doi.org/10.1080/00223980309600625.
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Markovic, Zorica, Biljana Blazhevska Stoilkovska und Jasmina Nedeljkovic. „PROCRASTINATION AND WORKING STYLES IN HIGH SCHOOL STUDENTS: DOES GENDER MODERATE THIS RELATIONSHIP?“ Psychological Thought 14, Nr. 1 (30.04.2021): 94–114. http://dx.doi.org/10.37708/psyct.v14i1.545.
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In this study were examined procrastination and working styles among 142 male and female high school students in Serbia. Specifically, the aim was to investigate the relationship between the tendency to procrastinate and working styles when gender was introduced as a moderator variable. Irrational Procrastination Questionnaire was used to assess procrastination, whereas working styles were measured by the Working styles Questionnaire. Conducted two-factorial MANOVA revealed that the relationship between procrastination behavior and a composite of work hard, hurry up, be strong, be perfect, and please others working styles was moderated by gender (i.e. procrastination x gender interaction was statistically significant). In addition, univariate analysis (two-way ANOVA) revealed that only the relationship between procrastination and working style hurry up was moderated by gender. Simple effects analysis indicated that this working style was almost equally expressed between male students with a low and high propensity to procrastinate their obligations, while female students with a highly expressed tendency to procrastination showed evidently stronger preference to work under the time pressure and to delay work until it becomes urgent in comparison to female students who tend to procrastinate less.
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Hartosujono, Hartosujono. „PERILAKU PROKASTINASI MAHASISWA DITINJAU DARI LOCUS OF CONTROL“. JURNAL SPIRITS 3, Nr. 1 (15.04.2017): 28. http://dx.doi.org/10.30738/spirits.v3i1.1123.
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ABSTRACTThis study aims to determine whether the student procrastination behaviors associated with personality Locus Of Control. Procrastination behavior is the behavior of the individuals who do the work before the deadline. Procrastination behavior is often experienced by students as they work on the task, collecting reports, and other college jobs. While the LOC scale is a scale that can identift whether a person has control behavior from internal or external control himself.By using Levenson LOC scale and scale Procrastination at 62 students. With the research subjects to students who have taken at least 4 semesters of education. By using these two scales, wanted to study, whether they have a relationship in behavior and personality.The result is the pattern of internal and external LOC personality with procrastination behavior, both of which have a significant relationship. For the patterned external LOC personality can behave procrastination, because desire is praised, have high ideals and the need to see the existing; model. While the internal LOC also can behave procrastination, because the tasks received less well organized, the lack of assertiveness and lack o ability to control the schedule. Keywords: personality patterns LOC, external control, internal control procrastination.
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Yockey, Ronald D. „Validation of the Short Form of the Academic Procrastination Scale“. Psychological Reports 118, Nr. 1 (Februar 2016): 171–79. http://dx.doi.org/10.1177/0033294115626825.
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The factor structure, internal consistency reliability, and convergent validity of the five-item Academic Procrastination Scale–Short Form was investigated on an ethnically diverse sample of college students. The results provided support for the Academic Procrastination Scale–Short Form as a unidimensional measure of academic procrastination, which possessed good internal consistency reliability in this sample of 282 students. The scale also demonstrated good convergent validity, with moderate to large correlations with both the Procrastination Assessment Scale–Students and the Tuckman Procrastination Scale. Implications of the results are discussed and recommendations for future work provided.
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Dami, Zummy Anselmus, Sance Mariana Tameon und Jeheskial Saudale. „The Predictive Role of Academic Hope in Academic Procrastination Among Students: a Mixed Methods Study“. Pedagogika 137, Nr. 1 (04.06.2020): 208–29. http://dx.doi.org/10.15823/p.2020.137.12.
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The aim of the current study was to investigate the correlation of academic hope with academic procrastination; to determine the differences in the academic procrastination of both men and women; to understand why students conduct academic procrastination; and to know the academic hope of students. The study uses a mixed-method research design. The results showed that academic hope has a positive and significant correlation with academic procrastination; there is no significant difference between male and female students in any scale of academic hope and academic procrastination; the reason students conduct procrastination is “I generally delay before starting on work I have to do”; and the academic hope students are unique because it relates to God and parents.
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Umari, Tri, M. Arli Rusandi und Elni Yakub. „PROKRASTINASI AKADEMIK MAHASISWA FKIP UNIVERSITAS RIAU“. Jurnal Pendidikan 11, Nr. 1 (02.05.2020): 12. http://dx.doi.org/10.31258/jp.11.1.12-19.
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The purpose of this study was to look at the description of academic procrastination of FKIP students at Universitas Riau. Academic procrastination is the behavior of delaying or avoiding starting to do academic work by stalling, causing discomfort. Data collection in this study was carried out using quantitative techniques through the Academic Procrastination Scale-Short Form. The results showed that students' academic procrastination was in the medium category. Even though they are in the medium category, institutions, lecturers, and students need to be more vigilant in avoiding academic procrastination behavior and avoiding the adverse effects of such behavior.
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Alblwi, Abdulaziz, Dena Al-Thani, John McAlaney und Raian Ali. „Managing Procrastination on Social Networking Sites: The D-Crastinate Method“. Healthcare 8, Nr. 4 (18.12.2020): 577. http://dx.doi.org/10.3390/healthcare8040577.
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Procrastination refers to the voluntary avoidance or postponement of action that needs to be taken, that results in negative consequences such as low academic performance, anxiety, and low self-esteem. Previous work has demonstrated the role of social networking site (SNS) design in users’ procrastination and revealed several types of procrastination on SNS. In this work, we propose a method to combat procrastination on SNS (D-Crastinate). We present the theories and approaches that informed the design of D-Crastinate method and its stages. The method is meant to help users to identify the type of procrastination they experience and the SNS features that contribute to that procrastination. Then, based on the results of this phase, a set of customised countermeasures are suggested for each user with guidelines on how to apply them. To evaluate our D-Crastinate method, we utilised a mixed-method approach that included a focus group, diary study and survey. We evaluate the method in terms of its clarity, coverage, efficiency, acceptance and whether it helps to increase users’ consciousness and management of their own procrastination. The evaluation study involved participants who self-declared that they frequently procrastinate on SNS. The results showed a positive impact of D-Crastinate in increasing participants’ awareness and control over their procrastination and, hence, enhancing their digital wellbeing.
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Huang, Jingfei, und Russell Golman. „The Influence of Length of Delay and Task Aversiveness on Procrastination Behaviors“. International Journal of Psychological Studies 11, Nr. 4 (11.10.2019): 73. http://dx.doi.org/10.5539/ijps.v11n4p73.
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Procrastination is a common form of self-regulatory failure that is not entirely understood. Since procrastination is becoming increasingly prevalent in work and academic environments, it is critical to determine procrastination’s causes in order to mitigate it. In this study, an experiment is conducted to examine whether procrastination is impacted by (1) the amount of time until the task is due or (2) the aversiveness of the task. Results demonstrate that people are more likely to delay on more aversive tasks, but we did not find any significant relationship with the length of delay. Previous findings on the influence of task aversiveness in procrastination are confirmed in the experiment. Findings and future directions for research on procrastination are discussed.
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Šuvak-Martinović, Marijana, und Ivona Čarapina Zovko. „Procrastination: Relations with Mood, Self-Efficacy, Perceived Control and Task Demands“. Suvremena psihologija 20, Nr. 2 (11.12.2017): 165–76. http://dx.doi.org/10.21465/2017-sp-202-04.
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Procrastination is widely recognized as a motivational problem, but its nature is still not entirely understood, especially in the work domain. Procrastination in the execution of everyday work tasks could be motivated by both mood repair and predictor of poor mood. It could also be related to task characteristics, like averseness or demands. The aim of this study is to examine the relation between procrastination, levels of self-efficacy, perceived job demands and control, and symptoms of anxiety and depression. This study was conducted on a sample of 70 teaching assistants, the employees of a small university. The data was collected using Avoidance reactions to a deadline scale, DASS, Self-efficacy scale and Job demand-control scale. Correlation results indicated that self-efficacy and perceived job control were negatively, and job demand positively related to proneness to procrastination. Furthermore, individuals with more symptoms of anxiety and depression tended to procrastinate more. Perceived job control is the single relevant predictor of delaying job-related tasks and activities. The findings clearly suggest that job control deserves additional attention when it comes to the prediction of workplace procrastination. Keywords: procrastination, job control, job demands, self-efficacy, affect
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Sih Darmi, Astuti, und Ingsih Kusni. „Antecedent and impact of procrastination on public sector“. HOLISTICA – Journal of Business and Public Administration 10, Nr. 2 (01.08.2019): 83–94. http://dx.doi.org/10.2478/hjbpa-2019-0017.
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Abstract The purpose of this study is to create a model of the procrastination on Public Works Office of Semarang City, Central Java. The increasing need for excellent service in the field of building and city planning, is increasingly increasing the workload for employees. The large number of community complaints about old problems and the difficulty of licensing and information and developer problems are important factors in performance appraisal. Factors that cause the length of processing of permits include lack of professionalism of civil servants in carrying out tasks and tend to like to postpone work. Based on the complaint, it is necessary to analyze what causes procrastination and how it impacts the agency. The population in this study were civil servants, with a sample of 111 people. Data obtained by survey method using a questionnaire. The analytical tool used is multiple linear regression analysis. The study found that workload and educational level had an impact on procrastination. Procrastination affects stress and employee performance. Workload is the strongest influence affecting procrastination, which has a direct impact on employee performance. While stress does not mediate the relationship of procrastination on employee performance.
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Bolotova, A. K., und A. A. Chevrenidi. „Time Modus of Procrastination in Retrospect: Types, Predictors and Consequences“. Cultural-Historical Psychology 13, Nr. 4 (2017): 101–8. http://dx.doi.org/10.17759/chp.2017130411.
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The article discusses a new field of study of psychology of time through the prism of a very important but still little studied problem: procrastination as putting off work or activities in time. We present the chronology of studies of the phenomenon of procrastination in retrospect in foreign and Russian psychology. We also provide various definitions of the phenomenon of procrastination and reveal the nature and content of the new time mode from the perspective of behavioral, cognitive, psychodynamic approaches and integrative theory of time motivation. The article highlights the main types of procrastination and procrastinators, describes the forms and components of procrastination, as well as its predictors and consequences. Basing on the existing research, we outline the theoretical framework of procrastination and specify its differences from the phenomenon of laziness and perfectionism. Further explorations of the phenomenon of procrastination can be aimed at identifying the consequences of procrastination, as in its negative impact on activity, as and its positive implications referring to self-efficacy and self-realization of the subject in a competitive environment.
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Gustavson, Daniel E., Alta du Pont, Alexander S. Hatoum, Soo Hyun Rhee, William S. Kremen, John K. Hewitt und Naomi P. Friedman. „Genetic and Environmental Associations Between Procrastination and Internalizing/Externalizing Psychopathology“. Clinical Psychological Science 5, Nr. 5 (11.06.2017): 798–815. http://dx.doi.org/10.1177/2167702617706084.
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Recent work on procrastination has begun to unravel the genetic and environmental correlates of this problematic behavior. However, little is known about how strongly procrastination is associated with internalizing and externalizing psychopathology, and the extent to which shared genetic/environmental factors or relevant personality constructs (e.g., fear of failure, impulsivity, and neuroticism) can inform the structure of these associations. The current study examined data from 764 young adult twins who completed questionnaires assessing procrastination and personality and structured interviews regarding psychopathology symptoms. Results indicated that procrastination was positively correlated with both internalizing and externalizing latent variables and that these correlations were driven by shared genetic influences. Moreover, the association between procrastination and internalizing was accounted for by fear of failure and neuroticism, whereas the association between procrastination and externalizing was primarily explained by impulsivity. The role of procrastination in psychopathology is discussed using a framework that highlights common and broadband-specific variance.
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Zhuravlova, Olena, und Oleksandr Zhuravlov. „The features of the emotional sphere of the procrastinator“. Організаційна психологія Економічна психологія 2-3, Nr. 20 (11.11.2020): 50–60. http://dx.doi.org/10.31108/2.2020.2.20.5.
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Introduction. The relevance of the study of procrastination as an integral personal construct is substantiated in the article. The author focuses on the specific manifestation of the emotional aspect of this phenomenon. The purpose of the work is to determine the features of the affective sphere of the individual prone to procrastination. The following methods were used in the work: the technique of procrastination diagnostics proposed by O. Zhuravlova and O. Zhuravlov; P Steel “Pure Procrastination Scale” test; F. Zimbardo Time Perspective Inventory questionnaire. (FPI). Results of the research. The close relationship between the emotional sphere and the level of formation of the procrastination of the testimonials is evidenced by the considerable number of revealed correlations between the constructs. The most significant correlation of indicators of the integral level of procrastination is recorded with the value on “the Depression scale”. That is, the frequency of respondents' dilatory behavior increases in proportion to the decline in their mood. With the increase in the general level of procrastination formation in the subjects at the same time more pronounced tendency to manifest irritability. A direct correlation between the general indicators of the integral level of procrastination is also observed with the values on “Reactive aggressiveness scale” and “Situational aggressiveness scale”. It was confirmed during the analysis was the hypothesis of a simultaneous increase in personality propensity to delay important tasks and neuroticism. The increase in the level of procrastination of the subjects is accompanied by an increase in indicators on “Shyness scale”, which reflects the tendency to stress response to habitual life situations. It is revealed that the more pronounced is the tendency of a person to procrastinate, the less stable is his emotional state, as evidenced by the direct correlation of procrastination with emotional lability. Despite the significant number of correlations of procrastination with indicators of the emotional state of the respondents, as a result of the regression analysis, the predictor of this construct is only depression. Conclusions. In the empirical study, it was found that maladaptation is characterized by both the general emotional background of persons prone to procrastination and their specific emotional patterns.
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N, Dyla Fajhriani. „ACADEMIC PROCRASTINATION OF STUDENTS“. Abjadia 5, Nr. 2 (31.12.2020): 132–41. http://dx.doi.org/10.18860/abj.v5i2.9458.
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The process of college education differs from educational institutions in secondary schools or primary schools because the subject matter given to students is broader than the subject matter provided at secondary schools or elementary schools. students must also learn to prepare themselves not only to do their work but also in facing exams. Students often procrastinate on assignments given by lecturers for a period of a week. Most students will do their work when the allotted time is getting closer. The actual tasks can be completed faster than the deadline it is not done immediately because they feel that if done faster or with the Overnight Speeding System "SKS" will not affect the results of the assessment. Lecturers will not give rewards for tasks that are completed faster. So that other activities or jobs that are less important (watching television or cinema, hanging out, playing games with peers) actually take precedence because it gives more self satisfaction. This study aims to determine the academic procrastination of students in doing assignments. The research used is quantitative research using survey methods of 40 students. The results of research conducted by researchers found that the level of academic procrastination of Islamic Guidance Counseling Department students is low.
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Batubara, Juliana. „The Contribution of Locus of Control to Academic Procrastination in Islamic Education Management Students in Indonesia“. Al-Ta lim Journal 24, Nr. 1 (25.02.2017): 29–36. http://dx.doi.org/10.15548/jt.v24i1.260.
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This study aimed to describe the locus of control and academic procrastination, and investigate whether there is significance contributions of locus of control on student academic procrastination. This research was conducted by the Ex post-facto method was used in this study, where the data taken from two set of questionnaires. Proportional Stratified Random Sampling was used. There were 107 students involved this study. The results showed that the locus of control is in average level, meanwhile, and the students’ academic achievement was high. The study also showed that there is a significant contribution between the locus of control on students' academic procrastination. The article concludes that the importance that locus control for procrastination research, and with suggestions for educators who work with students who are adversely affected by procrastination.
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Mawardi, Kholid. „TINGKAT PROKRASTINASI AKADEMIK DALAM MENYELESAIKAN SKRIPSI PADA MAHASISWA AKTIVIS“. INSANIA : Jurnal Pemikiran Alternatif Kependidikan 24, Nr. 1 (03.06.2019): 120–30. http://dx.doi.org/10.24090/insania.v24i1.2801.
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Abstract: This thesis is a required scientific work as part of academic requirements at the University. All students must take thesis courses because the thesis is used as one of the prerequisites for students to obtain a bachelor's degree. Generally, students are given time to complete a thesis within one semester or approximately six months. In fact, many students need more than six months to work on their thesis. The research subjects were students who were members or activists of UKM. The cause of student procrastination is the lack of enthusiasm for working on the thesis, difficulty in getting the main book and supporting books, the fear of meeting the lecturers when they want to consult, being embarrassed to ask questions, and lazy to do it. Even among UKM activist students at IAIN Purwokerto (which is now called IAIN Purwokerto) prioritize activities in UKM rather than completing thesis. The results showed that UKM activist students in all majors had moderate procrastination rates based on the following academic procrastination categories: 13% were at very high levels, 20% were at high levels, 57% were at moderate levels, 10% were at low levels, and only 0% of student UKM activists in all majors have low procrastination rates. From these results it can be seen that on average students do procrastination.
Keywords: Procrastination, Students, Thesis, Ukm Activists
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Metin, U. Baran, Toon W. Taris und Maria C. W. Peeters. „Measuring procrastination at work and its associated workplace aspects“. Personality and Individual Differences 101 (Oktober 2016): 254–63. http://dx.doi.org/10.1016/j.paid.2016.06.006.
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Markiewicz, Katarzyna. „MEDIATORS OF RELATIONSHIPS BETWEEN PROCRASTINATION AND NEUROTICISM“. Acta Neuropsychologica 15, Nr. 3 (12.10.2017): 0. http://dx.doi.org/10.5604/01.3001.0010.6095.
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Background: Procrastination means delaying action, which creates serious problems both in academic, work, and clinical settings since it leads to reduced performance levels, and gives rise to psychological distress resulting in lower levels of health and well-being. Therefore, it is imperative to acquire a better know ledge of its reasons and relationships with psychological factors. Yet, the nature of those rela tionships remains am biguous. One of reasons is that many fac tors considered as causes of procrastination work as mediators, modify ing the relationships of procrastination with other factors. Hence, the present study aimed at delineating the factors, which might have a mediating effect upon the interface of procrastination with personality features. Material/Methods: Undergraduate students (n=62) participated in the study. The participation was voluntary and anonymous. A self-constructed Questionnaire of Predictors of Procrastination (QPP), a Polish version of the NEO-FFI test, and a Polish adaptation of the Pure Procrastination Scale (PPS) were administered, and there was no time limit. Results: Positive significant correlations between neurotism and general, decisive, and behavioral procrastination were found. There was also a significant interaction of neuroticism with the fear of failure, evaluation anxiety, low motivation and a lack of persistence as well as a lack of time management. In addition, the tendency to succumb to temptations and distractibility proved to be significantly related with procrastination, which suggests a lack of self-control. Conclusions: The current study confirmed observations that a neurotic personality does not determine procrastination but both those variables do interact. This study also shows that anxiety plays a significant role in starting actions and/or in accomplishing it. This is not only a fear of final evaluation, but the fear following the belief of impossibility to properly deal with a given action. Moreover, a capability of controlling emotions is closely connected with self-control enabling the planning, and organizing of an action, which is one of the main problems of procrastinators.
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Barabanschikova, V. V., und S. A. Ivanova. „Impact of organizational and personal factors on level of procrastination in employees of modern organization“. Experimental Psychology (Russia) 9, Nr. 1 (2016): 95–111. http://dx.doi.org/10.17759/exppsy.2016090108.
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Article devoted to the analysis of personal, professional and organizational factors’ influence on level of procrastination in employees of modern Russian industrial organization. It was found that level of procrastination in employees determines special aspects of typical behavior patterns in occupational situation, subjective appraisal of job difficulties, personality and behavioral deteriorations and special aspects of organizational culture. The results of regression analysis revealed significant personal, professional and organizational predictors of procrastination in modern employees: outgoing (sociability), innovativeness, detail conscious and conscientious. Besides, work environment characteristics such as content and importance of job tasks are significant predictors of procrastination too. Personality and behavioral deteriorations (anxiety and depressive syndrome), adaptive collaborative process, social desirability make a contribution to regression model predictiveness.
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Ananta, Aliffia. „PERBEDAAN TINGKAT PROKASTINASI PADA MAHASISWA DITINJAU DARI METODOLOGI PEMBELAJARAN“. Persona:Jurnal Psikologi Indonesia 6, Nr. 2 (15.12.2017): 75–81. http://dx.doi.org/10.30996/persona.v6i1.1297.
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Abstract                Procrastination is a deliberate deliberate postponement and does other unnecessary work. Prokrastinya many experienced by students and influential on learning outcomes so it is important to be studied. This study aims to determine the level of student academic procrastination in terms of learning methods used by lecturers. Learning method in this research is Teacher Centered Learning (TCL) and Student CenteredLlearning (SCL). Subjects in this study as many as 150 students taken by purposive sampling, 75 subjects were students who got TCL method and 75 subjects were students who got SCL method. Data collection is done by using procrastination scale. Procrastination Scale consists of 16 items that have the validity of ≥ 0.03 with reliability of 0.805. The result of the research shows that there is no difference of academic procrastination between students who get TCL learning method with students who get SCL learning method.Key Words: Procrastination, Teacher Centered Learning, Student Centered Learning
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Katane, Irēna, und Aleksandra Jerkunkova. „THE PHENOMENON OF PROCRASTINATION AND PERSPECTIVE OF THIS PROBLEM SOLVING AT UNIVERSITY IN THE CONTEXT OF THE DROPOUT RISK“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (20.05.2020): 317. http://dx.doi.org/10.17770/sie2020vol1.5151.
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One of the problems that needs to be solved in the modern education is the students' procrastination phenomenon. Procrastination is one of the main studying influence factors which results in students delaying learning, obtaining academic debts and being exposed to dropout risk before reaching their career goals. There is a close correlation between students' procrastination and dropout phenomena because as a result of procrastination, students are unable to plan its own time and efficiently self-manage its activities in today's higher education environment. Therefore the aim of the study was to substantiate the phenomenon of academic procrastination in the higher education environment theoretically by outlining the problem solving perspective. The used research methods were theoretical analysis and evaluation of scientific literature as well as reflection of experience. The results of the study prove that academic procrastination is: 1) avoiding various types of study work that is often limited in time, postponing various types of activities to a later, often indefinite period; 2) avoiding decision-making and the consequences of one’s actions and 3) avoiding responsibility. Academic procrastination is a kind of defense mechanism that is triggered by different types of inner personality factors. In order to decrease the influence of procrastination that it leaves on studies and career goals, within career development guidance in university, students should be helped to cognize themselves by self-evaluating their level of procrastination using one of the scientific and recognized methods for evaluating the procrastination level. The academic and research experience of the authors allows to conclude that by providing career development guidance to students, it is possible not only to solve the procrastination problem, but at the same time to prevent the risk of dropping out as well.
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Jeon, Huisu, Sonhye Jeoung, Goeun Kim, Hyeyoung An, Hyojin Nam und Sooyeon Suh. „387 The moderating effect of emotion regulation strategies in the relationship between insomnia severity and bedtime procrastination“. Sleep 44, Supplement_2 (01.05.2021): A153—A154. http://dx.doi.org/10.1093/sleep/zsab072.386.
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Abstract Introduction Bedtime Procrastination (BP) is defined as the behavior of going to bed later than intended, despite the absence of external factors. Bedtime procrastination is also prevalent among insomnia patients, and is associated with various sleep problems. Recent studies suggest emotional regulation as a mechanism of the procrastination behavior that is the conceptual foundation of bedtime procrastination. Emotional regulation difficulties are also associated with insomnia, but there is still a lack of research on the relationship between insomnia, emotional regulation strategies and bedtime procrastination. Thus, the study assumed that severity of insomnia would affect bedtime procrastination, and examined the moderating effect of the emotional regulation strategies in this relationship. Methods This study was conducted in 376 adults (mean age 23.73 ±2.14 years, 84.6% females). Participants were asked to answer Bedtime procrastination scale (BPS), an emotional regulation strategy checklist, and the Insomnia severity scale (ISI). Results As a result, a significant positive correlation was found between insomnia severity and bedtime procrastination (r=.286, p<.01), and avoidant/distractive regulation style (r=.101, p<.05). active regulation style (r=-.172, p<.01) and support seeking regulation style (r=-.102, p<.01) showed a significant negative correlation with the severity of insomnia. Bedtime procrastination behavior showed significant negative correlation only with active regulation style (r=-.151, p<.01). Support seeking regulation style moderated the relationship between insomnia and bedtime procrastination behavior (B=.0165, 95%, CI=.0014, .0316). The interaction effect between insomnia and support seeking regulation style was also significant (∆R^2=.0112, p<.05), indicating that the effect of insomnia on bedtime procrastination depends on the level of use of the support seeking regulation style. Conclusion These findings suggest that the level of support seeking regulation style is meaningful in terms of how insomnia affects bedtime procrastination. Support (if any) This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2018S1A5A8026807)
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Alih, Nur-In I., und Almarezza L. Alvarez. „Academic Procrastination: Its Effect On The Learning Productivity Of Senior High School Students In Mindanao State University-Sulu“. Indonesian Community Empowerment Journal 1, Nr. 2 (25.06.2021): 92–105. http://dx.doi.org/10.37275/icejournal.v1i2.14.
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Procrastination became common practices to many students which has affected their learning productivity. This study was conducted for the purpose of gathering facts and information about procrastination and how it affected the students in academic aspect. This study aimed to accomplish the following objectives: to determine the effect of procrastination on the learning productivity, to discover the factors that cause procrastination, and to identify if there is any significant difference of academic procrastination on the learning productivity of the respondents when they are grouped according to gender.The researchers used descriptive research method in gathering data. Convenience sampling was applied to select the respondents composing of 50 students from all section of Grade 12 STEM strand. Weighted arithmetic mean and independent t-test are the statistical tools used to answer the entire research question. The data gathered was computed using a computer programming called Statistical Package for Social Sciences (SPSS) and analyzed and interpreted with aide of the statistician.In view of the findings and analysis, the following recommendation are hereby presented, students must set deadlines to be more productive and should eliminate distraction when doing school works; parents must not fail to monitor the academic tasks of their children. Parental motivation, guidance, and advice would be much help in light of the modular learning in order to motivate and boast the students to do their work; and teachers alongside student leaders must initiate a seminar addressing time management to overcome procrastination among students.
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Alih, Nur-In I., und Almarezza L. Alvarez. „Academic Procrastination: Its Effect on The Learning Productivity of Senior High School Students in Mindanao State University-Sulu“. Indonesian Community Empowerment Journal 1, Nr. 2 (17.09.2021): 77–89. http://dx.doi.org/10.37275/icejournal.v1i2.10.
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Procrastination became common practices to many students which has affected their learning productivity. This study was conducted for the purpose of gathering facts and information about procrastination and how it affected the students in academic aspect. This study aimed to accomplish the following objectives: to determine the effect of procrastination on the learning productivity, to discover the factors that cause procrastination, and to identify if there is any significant difference of academic procrastination on the learning productivity of the respondents when they are grouped according to gender.
The researchers used descriptive research method in gathering data. Convenience sampling was applied to select the respondents composing of 50 students from all section of Grade 12 STEM strand. Weighted arithmetic mean and independent t-test are the statistical tools used to answer the entire research question. The data gathered was computed using a computer programming called Statistical Package for Social Sciences (SPSS) and analyzed and interpreted with aide of the statistician.In view of the findings and analysis, the following recommendation are hereby presented, students must set deadlines to be more productive and should eliminate distraction when doing school works; parents must not fail to monitor the academic tasks of their children. Parental motivation, guidance, and advice would be much help in light of the modular learning in order to motivate and boast the students to do their work; and teachers alongside student leaders must initiate a seminar addressing time management to overcome procrastination among students.
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Dominguez-Lara, Sergio Alexis, Andy Rick Sánchez-Villena und Manuel Fernández-Arata. „Psychometric properties of the UWES-9S in Peruvian college students“. Acta Colombiana de Psicología 23, Nr. 2 (29.07.2020): 7–39. http://dx.doi.org/10.14718/10.14718/acp.2020.23.2.2.
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The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.
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Dominguez-Lara, Sergio Alexis, Andy Rick Sánchez-Villena und Manuel Fernández-Arata. „Psychometric properties of the UWES-9S in Peruvian college students“. Acta Colombiana de Psicología 23, Nr. 2 (29.07.2020): 7–39. http://dx.doi.org/10.14718/acp.2020.23.2.2.
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The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale – Student (UWES–9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; Mage = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES–9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students’ positive resources in order to achieve greater involvement in their academic work.
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Coralia, Farida, Umar Yusuf und Milda Yanuvianti. „COGNITIVE-BEHAVIORAL THERAPY (CBT) BASED ON STUDENTS’ ACADEMIC PROCRASTINATION BEHAVIOR PROFILE“. Proyeksi 7, Nr. 1 (15.04.2012): 79. http://dx.doi.org/10.30659/p.7.1.79-86.
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Academic procrastination is an unnecessary delay behavior conducted in the kinds of academic tasks,such as the final project or thesis. Cognitive Behavioral Therapy (CBT) is a form of psychotherapy aimedat helping individuals cope with the problem through the introduction, identification and modification ofthe contents of individual cognition that does not work (dysfunctional) which may include assumptions,attitudes, and rules are irrational and automatic negative thoughts. The purpose of this study are to getan overview of academic procrastination that occurs at students from faculty of X, in doing their thesis,based on CBT approaches to overcome academic procrastination, especially to overcome the delayscompletion of thesis. This study uses quantitative and qualitative approaches, with purposive samplingtechnique. The study subjects consisted of 32 students from faculty of X whom are working their thesis.Based on Tuckman Procrastination Scale indicated that procrastination experienced by subjects in thecategories of mild, moderate to severe, with most results in the category of being mild and moderate.From the results of in-depth interviews of 14 individuals from 32 subjects, revealed that the whole subject of procrastination in general display characteristics, namely: delay for a task that should not bedone, and the uncomfortable feeling during the deferment done.
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Rosário, Pedro, Marta Costa, José Carlos Núñez, Julio González-Pienda, Paula Solano und Antonio Valle. „Academic Procrastination: Associations with Personal, School, and Family Variables“. Spanish journal of psychology 12, Nr. 1 (Mai 2009): 118–27. http://dx.doi.org/10.1017/s1138741600001530.
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Procrastination is a common behavior, mainly in school settings. Only a few studies have analyzed the associations of academic procrastination with students' personal and family variables. In the present work, we analyzed the impact of socio-personal variables (e.g., parents' education, number of siblings, school grade level, and underachievement) on students' academic procrastination profiles. Two independent samples of 580 and 809 seventh to ninth graders, students attending the last three years of Portuguese Compulsory Education, have been taken. The findings, similar in both studies, reveal that procrastination decreases when the parents' education is higher, but it increases along with the number of siblings, the grade level, and the underachievement. The results are discussed in view of the findings of previous research. The implications for educational practice are also analyzed.
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Hen, Meirav, Marina Goroshit und Stav Viengarten. „How decisional and general procrastination relate to procrastination at work: An investigation of office and non-office workers“. Personality and Individual Differences 172 (April 2021): 110581. http://dx.doi.org/10.1016/j.paid.2020.110581.
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Narisada, Akihiko, und Kohta Suzuki. „Association between procrastination, white-collar work and obesity in Japanese male workers: a cross-sectional study“. BMJ Open 9, Nr. 11 (November 2019): e029931. http://dx.doi.org/10.1136/bmjopen-2019-029931.
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ObjectiveTo investigate the associations among procrastination (time inconsistency), work environment and obesity-related factors in Japanese male workers.DesignCross-sectional study.SettingData were collected at two work sites of Japanese electronics manufacturing company in 2015.Participants795 full-time male workers in a Japanese electric company, aged 35–64 years, who underwent health checkups in 2015.Main outcome measuresBody mass index (BMI), adult weight change, obesity (BMI ≥25 kg/m2), adult weight gain over 10 kg (AWG10) and metabolic syndrome (MetS). Multivariable linear and logistic regression analyses were performed to assess the associations of procrastination assessed by using a one-item questionnaire and white-collar and blue-collar work with obesity-related factors.ResultsWhite-collar workers with high procrastination levels showed positive associations with BMI (B: 0.75, 95% CI 0.06 to 1.44) and adult weight change (B: 1.77, 95% CI 0.26 to 3.29), and had increased odds of AWG10 (OR: 1.85, 95% CI 1.04 to 3.29) and MetS (OR: 2.29 95% CI 1.18 to 4.44) after adjustment for age, education, work-related factors and lifestyle factors. However, such positive associations were not observed among blue-collar workers.ConclusionsProcrastination and white-collar work might have a joint effect on weight gain during adulthood and consequential obesity.
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Sulaiman, Fasya, und Mohammad Mujaheed Hassan. „A Pilot Study of the Relationship Between Parenting Style and Academic Procrastination Among Final Year Students of Faculty of Human Ecology, Universiti Putra Malaysia (UPM)“. Malaysian Journal of Social Sciences and Humanities (MJSSH) 4, Nr. 7 (01.12.2019): 152–67. http://dx.doi.org/10.47405/mjssh.v4i7.314.
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Academic procrastination is a behaviour which can be defined as putting off, delay, prolong, defer, stall, or postpone in performing tasks related to the academic. Academic procrastination is not a new phenomenon but it is a common behaviour especially among students as previous research has found that approximately 75% of students consider themselves as procrastinators. This issue is very much related to the “Student Syndrome” where student only starts to make themselves work in completing the task instantly right before the due date and leaving them with a very short period of time to complete it. There were many previous researchers that had investigated the factors that causing academic procrastination and one of the most common factors are parenting style. However, the pattern of the previous results was inconsistent. Therefore, the purpose of this study is to investigate in deep on the relationship between the motivational aspects of parenting style to academic procrastination with focusing among the undergraduate students who are in their final year from Faculty of Human Ecology, Universiti Putra Malaysia. The research design of this study is a quantitative research and for that reason, a set of questionnaire was distributed to 148 respondents. Result shows that 52.7% of the final year students perceived at high level of academic procrastination. Apart from that, the result also shows that there is no significant relationship between gender and parenting styles to academic procrastination. As a conclusion, academic procrastination is a common behaviour among final year students. However, parenting styles does not affecting academic procrastination due to the students’ age which can be categorised as early adulthood which at this age, parenting style factors does not give an impact on academic procrastination.
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Mazur, James E. „PROCRASTINATION BY PIGEONS: PREFERENCE FOR LARGER, MORE DELAYED WORK REQUIREMENTS“. Journal of the Experimental Analysis of Behavior 65, Nr. 1 (Januar 1996): 159–71. http://dx.doi.org/10.1901/jeab.1996.65-159.
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Barabanshchikova, Valentina V., und Galina I. Marusanova. „Perspectives for research of the procrastination phenomenon in professional work“. National psychological journal, Nr. 4 (2015): 130–40. http://dx.doi.org/10.11621/npj.2015.0413.
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Damar, Arif, und Ersin Eskiler. „The impact of spiritual leadership on empowerment and work procrastination“. SHS Web of Conferences 37 (2017): 01056. http://dx.doi.org/10.1051/shsconf/20173701056.
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Putri, Nanda Mellenia Amin, und Ika Kurniasari. „Pengaruh Kecemasan Matematika dan Motivasi Belajar terhadap Prokrastinasi Akademik“. JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS 3, Nr. 1 (01.10.2020): 42. http://dx.doi.org/10.26740/jppms.v3n1.p42-45.
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Abstrak — Prokrastinasi adalah penundaan yang disengaja dalam mengerjakan suatu pekerjaan. Efek dari prokrastinasi dapat berakibat negatif pada emosi, mengakibatkan stress, dan akan mengganggu kegiatan sehari-hari. Jenis prokrastinasi yang berhubungan dengan kerja akademik adalah prokrastinasi akademik. Dengan mengingat pentingnya matematika dalam sehari-hari, peserta didik diharapkan dapat meminimalisir perilaku prokrastinasi akademik yang berefek negatif pada keoptimalan kerja akademik dan efikasi akademik pada matematika. Faktor-faktor yang dapat mempengaruhi tinggi rendahnya prokrastinasi akademik adalah kecemasan matematika dan motivasi belajar. Kecemasan matematika adalah kecemasan yang disebabkan oleh peristiwa yang berhubungan dengan matematika yang akan terjadi di masa yang akan datang. Sedangkan motivasi belajar adalah dorongan-dorongan yang membuat seseorang melakukan kegiatan belajar. Tujuan penelitian ini adalah untuk mengetahui pengaruh dari kecemasan matematika dan motivasi belajar terhadap prokrastinasi akademik. Dengan sampel 31 peserta didik SMAN 1 Krian, data dikumpulkan dengan menggunakan angket kecemasan matematika, angket motivasi belajar, dan angket prokrastinasi akademik. Pengaruh kecemasan matematika dan motivasi belajar terhadap prokrastinasi akademik dicari dengan menggunakan koefisien korelasi dan koefisien penentu. Koefisien korelasi berganda kecemasan matematika dan motivasi belajar dengan prokrastinasi akademik adalah 0,451 dengan koefisien penentu berganda 20,3%. Kemudian koefisien korelasi parsial kecemasan matematika dengan prokrastinasi akademik apabila motivasi belajar dikontrol adalah 0,423 dan koefisien penentu parsial sebesar 17,89%. Koefisien korelasi parsial motivasi belajar dengan prokrastinasi akademik apabila kecemasan matematika dikontrol adalah -0,141 dan koefisien penentu parsialnya adalah sebesar 1,98%.Kata Kunci: kecemasan matematika, motivasi belajar, prokrastinasi akademik. Abstract — Procrastination is an intentional delay in doing activities. Procrastination can cause negative effects on emotions, stress, and interfering with everyday life. Procrastination type that related to academic work is academic procrastination. On a more important note, we need to keep in mind how important mathematics is in our lives and students are expected to minimalize academic procrastination behavior that could make academic works less optimal and negative effects on academic efficacy on mathematics learning. Many factors could contribute to academic procrastination levels. Two of them are mathematics anxiety and learning motivation. Mathematics anxiety is an anxious feeling caused by events related to mathematics that will happen in the future. Whilst learning motivation is the stimulus that drives a person to learn. The aim of this research is to find out the relationship between mathematics anxiety and learning motivation with academic procrastination. Using 31 students of SMAN 1 Krian as the sample, the data is gathered with a mathematics anxiety questionnaire, learning motivation questionnaire, and academic procrastination questionnaire. The multiple correlation coefficient of mathematics anxiety and learning motivation with academic procrastination is 0,451 while the coefficient of determination is 20,3%. The partial correlation coefficient of mathematics anxiety with academic procrastination is 0,423 while the coefficient of determination is 17,89%. Lastly, the partial correlation coefficient of learning motivation with academic procrastination is -0,141 while the coefficient of determination is 1,98%.Keywords: mathematics anxiety, learning motivation, academic procrastination.
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Musslifah, Anniez Rachmawati. „Penurunan Prokrastinasi Akademik melalui Pelatihan Keterampilan Regulasi Emosi“. Psympathic : Jurnal Ilmiah Psikologi 5, Nr. 1 (30.06.2018): 95–106. http://dx.doi.org/10.15575/psy.v5i1.2321.
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Procrastination in completing academic tasks is common to most students, including in the work of the thesis. One of the factors that cause students to delay completing the thesis is the ability to manage their emotions (emotion regulation). Karem training based on the theory of emotional regulation is expected to decrease the tendency of academic procrastination behavior in the students. This study aims to examine the effect of Karem training on academic procrastination in psychology faculty students of Muhammadiyah University of Surakarta. This study used Nonrandomized Control Group Pretest-Posttest experiment Design. The participants were final year students with a period of more than 10 semesters or 5 years and has taken a thesis course more than 2 semesters or 1 year. The results of this study indicate that Karem training has a significant effect on the decrease of procrastination in the final grade students who are completing the thesis.
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Kim, Goeun, Hyojin Nam, Huisu Jeon und Sooyeon Suh. „386 An Exploratory Study of Bedtime Procrastination and Emotional Regulation Strategies in Insomnia compared to healthy individuals“. Sleep 44, Supplement_2 (01.05.2021): A153. http://dx.doi.org/10.1093/sleep/zsab072.385.
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Abstract Introduction Bedtime Procrastination (BP) is defined as the behavior of voluntarily delaying going to bed, without having external reasons for doing so. Recent research on procrastination behavior suggests that when negative emotions are elevated, procrastination behaviors can be triggered in order to find pleasure to avoid and alleviate them. Procrastination can also occur when there is difficulty regulating emotions. In addition, the reason for bedtime procrastination may be different depending on whether the individuals present with insomnia. According to previous studies, patients with insomnia may exhibit more pronounced negative avoidance of bedtime due to prolonged sleeplessness. Therefore, this study compared the difference between of the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Methods This study was conducted in 582 adults (mean age 23.06 ±2.16 years), 81.6% females. Individuals scoring higher than 15 on the Insomnia Severity Index (ISI) were classified into the insomnia group (n=375), and those less than 15 were classified into the healthy group (n=207). Participants completed the Bedtime Procrastination Scale (BPS), Emotional Regulation Strategies Checklist. Data was analyzed using descriptive statistics, chi square test, and independent t tests. Results The insomnia group had significantly higher bedtime procrastination scores than the healthy group (t=-6.241, p<.001), and also the avoidant/distractive regulation style score was significantly higher (t=-1.969, p<.05). In addition, the score of active regulation style was significantly lower in the insomnia group than in the healthy group (t=3.050, p<.01). There was no significant difference between the two groups in the support-seeking regulation style. Conclusion Based on these results, it was confirmed that there was a difference in the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Support (if any) This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2018S1A5A8026807)
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NARANGEREL, Enkh-Otgon, und Anıl Boz Semerci. „The Effects of Workload, Work Control and SelfEfficacy in Decision Making on Decision Making Styles“. Behavior Studies in Organizations 3 (September 2020): 22–32. http://dx.doi.org/10.32038/jbso.2020.03.04.
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The aim of this study was to investigate the mediating role of self-efficacy in decision making between the relationship of workload, work control and decision-making styles. Although the decision-making process seems basically the same for every individual, it is different for each individual in terms of content. The reason for this is the methods used by individuals in making decisions and their approach to problems are different. The data was gathered from 252 government officials, chiefs, branch managers and heads of the departments of the Republic of Turkey. The data was analysed with structural equation model. The results indicate that there was a negative relationship between the level of workload and vigilant decision-making style, and a positive relationship with buck-passing, procrastination, and hypervigilance decision making styles. On the other hand, a positive relationship between work control and vigilance decision-making style, and a negative relationship between buck-passing, procrastination and hypervigilance decision-making styles were observed. At the same time, there was a negative relationship between workload and self-efficacy in decision-making, yet a positive relationship was found with work control. In addition, a full mediating role in the relationship between workload in decision-making self-efficacy, work control, vigilant, buck-passing, and procrastination decision-making styles; a partial mediating role was found in the relationship between workload and hyper vigilant decision-making style in work control were found separately. The results were interpreted with the light of literature and lead to develop practical suggestions for managers and employees.
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Nakajima, Ryo. „Behavioural economics, elucidation of the patent examination process: Policy research for the improvement of patent examination efficiency and quality“. Impact 2020, Nr. 9 (30.12.2020): 54–56. http://dx.doi.org/10.21820/23987073.2020.9.54.
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Empirical economist Professor Ryo Nakajima, from the Faculty of Economics at Keio University in Japan, is investigating unproductive procrastination behaviours in relation to patent examiners. Nakajima is working alongside Associate Professor Ryuichi Tamura, from the University of Niigata Prefecture, and Associate Professor Michitaka Sasaki, from Tottori University, to research US patent examiners and, in particular, how their procrastination behaviors have substantial negative impacts on the quality and efficiency of the patent process. By scrutinising the patent prosecution data, the team will explore unproductive procrastination behaviors of US patent examiners, probe whether these behaviours are caused by present-biased preferences and estimate the magnitude of the problems. Thus, the research will examine the validity of the hypothesised present-biased preferences in a real work environment.
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Gil Flores, Javier, Manuel Rafael De Besa Gutiérrez und Angélica Garzón Umerenkova. „¿Por qué procrastina el alumnado universitario? Análisis de motivos y caracterización del alumnado con diferentes tipos de motivaciones“. Revista de Investigación Educativa 38, Nr. 1 (29.12.2019): 183–200. http://dx.doi.org/10.6018/rie.344781.
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La procrastinación académica es una conducta que afecta a un elevado porcentaje del alumnado universitario, por lo que ha sido profusamente tratada en la literatura científica. Aunque se ha estudiado ampliamente la frecuencia de procrastinación y su relación con otras variables, son más escasos los trabajos centrados en los motivos que llevan a procrastinar. En el presente estudio analizamos las razones para procrastinar en una muestra de 433 estudiantes de la Universidad de Cádiz, utilizando para ello la Procrastination Assessment Scale-Students (PASS). Las respuestas obtenidas han permitido llevar a cabo una clasificación del alumnado según sus motivaciones. Los resultados indican que pueden diferenciarse tres tipos de alumnos, los cuales procrastinarían respectivamente por una inadecuada respuesta a las exigencias de la tarea, por temor e inseguridad, o por búsqueda de excitación y dependencia de otros. Cada uno de estos tipos ha sido caracterizado en función de rasgos personales y académicos. Edad, año cursado, planificación del tiempo, intensidad de procrastinación, autoconcepto como estudiante y autoeficacia son factores relevantes en la diferenciación entre tipos de alumnado con distintos motivos para procrastinar. En cambio, las variables sexo, simultanear los estudios con un trabajo remunerado y rendimiento académico no presentan efectos significativos. A partir de los resultados obtenidos, se hace una valoración de los mismos y se reflexiona sobre la intervención dirigida a reducir la procrastinación académica en estudiantes universitarios. Academic procrastination is a behaviour that affects a high percentage of university students, which has been extensively addressed in the scientific literature. Although the frequency of procrastination and its relation to other variables has been studied extensively, there are fewer studies focused on the motives that lead to procrastination. In the present study, we analyse the reasons for procrastinating in a sample of 433 students from the University of Cádiz, using the Procrastination Assessment Scale-Students (PASS). The answers obtained have allowed to carry out a classification of the students according to their motivations. The results indicate that three types of students can be differentiated, which would procrastinate respectively for an inadequate response to the demands of the task, due to fear and insecurity, or for a search for excitement and dependence on others. Each of these types has been characterized according to personal and academic characteristics. Age, academic year, time planning, intensity of pro-crastination, self-concept as a student and self-efficacy are relevant factors in the differentiation between types of students with different motives to procrastinate. On the other hand, the variables gender, simultaneous studies with paid work and academic performance do not have significant effects. We make a discussion of the results obtained and we reflect on the intervention aimed at reducing academic procrastination in university students.