Academic Procrastination And Efficacy Essay

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In the present study participants reported a moderate level of procrastination (M=17.88, SD=3.8). The levels at which students procrastinated varied depending on the academic task, 48% writing a term paper, 46% studying for exams, 48% Reading weekly assignments, 24% Administrative tasks, 19% Attendance, 18% School activities in general (see Figure 1). Academic Procrastination and GPA In order to evaluate the relationship between academic procrastination and GPA, a Pearson’s correlation coefficient was calculated. Results, revealed a significant negative correlation between the two variables, r (148) = -.37, p< .05. This denotes that the more one procrastinates in their academic task, the greater the likelihood of them having a low GPA. Academic Procrastination and Anxiety The relationship between Academic Procrastination and Anxiety was assessed by means of a Pearson’s correlation coefficient. A significant positive correlation was found amongst the variables, r (154) = .27, p< .05. Meaning, as levels of academic procrastination increase, the possibility of having anxiety rises correspondingly. Academic Procrastination and Self-Efficacy To discover the correlation between academic procrastination and academic self-efficacy, researchers utilized the Pearson’s correlation coefficient to analyze data. Findings, showed a significant negative correlation, r (151) = -.33, p< .05. Indicating, that the more an individual tends to procrastinate on academic task, the more likely they are to have a low self-efficacy. Sex Differences In order to determine sex differences in levels of academic procrastination, an independent samples t-test was conducted. Results revealed no significant differences between men and women on reported leve... ... middle of paper ... .... If this is accurate, freshman are likely to have the highest amount of procrastinators when compared to sophomores, juniors, and seniors. Indicating, that people with a higher education perhaps procrastinate less. On top of adding age to the list of variables locus of control should be incorporated as well. It is said that those with internal locus of control understand that their actions determine their academic success (Burger, 2006). With locus of control added to the list of variables researchers will be able to see if students blame themselves or others for procrastinating. Knowing this could be helpful when developing strategies to decrease procrastination. Researchers should find some practical solutions to reduce frequent academic procrastination. It is suggested that some programs be implemented to build self-confidence and teach time management skills.

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