Academic Procrastination in Mathematics: Causes, Dangers and Implications of Counselling for Effective Learning

Abstract

This paper focused on causes and dangers of academic procrastination (a behavioural problem that involves delaying a task which needs to be accomplished) in mathematics and the need for counseling students who are procrastinators especially of mathematics. Thus, in order to have a comprehensive understanding of the topic, the meaning, causes and its debilitating effects on student's mathematics achievement were discussed after which the counsellor's role in helping students get out of this behavioural problem in order to ensure a sustainable educational system were discussed.

The Academic Procrastination in Junior High School Students’ Mathematics Learning: A Qualitative Study

“…A low self-esteem corresponds to a high level of procrastination. In this case teachers play an important role to manage the self-regulation teaching in the classroom (Asikhia 2010;Babadogan 2010;Behrozi, Yeilagh, & Mansourian, 2013;Klassen, Krawchuck, & Rajani, 2008;Motie, Heidari, & Sadhegi, 2013;Park & Sperling, 2012;Wolters, 2003).…”

“…The National Council of Teachers of Mathematics (cited in Bell and Pape, 2014) describes five standards used in the process of studying Mathematics in schools, i.e., problem-solving, reasoning and proof, communication, connections, and representation. To perform the process standards, as Sutton (cited in Asikhia, 2010) puts, it is not easy to understand mathematics concepts which involve cognitive and affective aspects. Students' worldview about mathematics leads to the low learning achievement.…”

“…The internal ones are: (1) personality-related which includes negative self-image, avoidance, and perfectionism (Zeenath & Orcullo, 2012;Patrzek, Grunschel, & Fries, 2012;Procee, Kamphorst, Wissen, & John-Jules, 2013;Pychyl, Coplan, & Reid, 2002;Saleem & Rafique, 2012), (2) competence-related which covers lack of knowledge, regulation of low self-esteem, and lack of study skills, (3) affective which refers to anxiety, frustration, boredom, feelings of anxiety, shame, and guilt (Deniz, Traz, & Aydogen, 2009;Haghbin, Mccaffrey, & Phychyl, 2012;Vahedi, Farrokhi, Gahramani, & Issazadegan, 2012;Haycock, McCarthy, & Skay, 1998), (4) cognitive which concerns on fear, lack of internal motivation, and failure of self-regulation (Park & Sperling, 2012;Asri, 2015), (5) learning history which consists of behavioral learning and negative learning experience, (6) physical and mental health, (7) perception of the characteristics of academic assignments viewing the task as an enemy, or as difficulty, or otherwise it is perceived as important to work with (Procee et al, 2013), (8) lack of the scale of priorities, (9) poor time management skills, and (10) the selection of coping strategies used (Procee et al, 2013;Asikhia, 2010;Tsai, Shen, & Lee, 2011;Seperiah & Lotf, 2011). While the external ones cover school-related matters such as the quality of teachers, peer influences, and external conditions of the school (Zeenath & Orcullo, 2012;Patrzek et al, 2012) and the style of parenting (Pychyl et al, 2002;Zakeri, Esfahani, & Razmjoee, 2013;Vahedi & Mortazanajad 2009;Milgram & Toubiana, 1999).…”

Differential Effects of Selected Psychotherapeutic Interventions on Procrastination Reduction and Improved Mathematics Achievement among Low Achieving Students

“…This avoidance may not be as a result of their ability but many students refer to mathematics as difficult. As noted by some researchers, when a task seems difficult, unpleasant, or overpowering, it may bring about procrastination [8,9] which remains one of the least understood human miseries [10]. Procrastination is considered bad, irrational way of thinking and as a consequence, produces inefficient and maladaptive behaviour.…”

Untitled

“…According to Asikhia (2010), many students, especially those in mathematics courses, do not study hard until the examination period, because mathematics is a demanding subject in terms of mathematical reasoning and problem solving. Akinsola, Tella, and Tella (2007) showed that many students perceive mathematics as high-demanding and difficult, and procrastination often occurs when a task is perceived as difficult or unpleasant.…”