Contribution Locus of Control and Self Esteem to Student Academic Procrastination (Study at Department of Islamic Guidance And Counseling, IAIN IB Padang)

Abstract

This study aims to: (1) describe the locus of control, self-esteem and student academic procrastination (2) express the contribution of locus of control and self-esteem to student academic procrastination. This research is conducted by the expost-facto method with questionnaire instrument which has been measured its validity and reliability. The population in this study were BKI FTK IAIN IB Padang students entering 2014, 2013 and 2012 totaling 355 people, the samples used were Stratified Proportional Random Sampling technique so that the sample of 107 students was obtained. Sample amounted to 107 students. The result of the research shows that (1) locus of control is classified moderately, student self-esteem is on average high and student academic procrastination rate is high. (2) there is a significant contribution between locus of control and selfesteem on student academic procrastination jointly equal to 18.8%.

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

“…I am continually saying I'll do it tomorrow". Items 3,4,6,8,11,13,14,15,18,and 20 were reverse scored items, whereby higher scores for these items indicated less academic procrastination. The reverse scored items were such as "3.…”

“…In everlasting fight against academic procrastination: The roles of classroom engagement … (Yen Ling Hui) 649 problematic behaviours that contributes to their academic challenges [29]. Similarly, an ex-post facto study on academic procrastination was conducted with a sample size of 107 students from an Islamic educational institution [6]. The study found that students with high internal locus of control believe that their effort determines the outcome of their success or failures, and their belief enables them to feel more confident about themselves, which explains their higher levels of effort and ability to accomplish tasks on time.…”

“…It has also been noted that research in the area of student engagement is insufficient, specifically due to the lack of studies on classroom engagement level [30]. Given that internal locus of control plays a prominent role on the students' attitude towards their academics [6], it could be that students with high internal locus of control tend to be more engaged in their classrooms, and take more initiatives in learning, which could explain their decreased tendency to procrastinate. Hence, it is hypothesized that classroom engagement will mediate the relationship between internal locus of control and academic procrastination, whereby high internal locus of control will predict high classroom engagement, which subsequently predicts low academic procrastination.…”

“…Academic procrastination among undergraduate students happens on a day to day basis, and it is reported to be problematic as it reduces productivity [4]. It is also viewed as a result of irrational thought processes in relation to academic performance, such as being unable to fulfil their daily demands as students [6].…”

“…It has been reported that internal factors contributed to procrastination behaviour [5] such as learned helplessness [7], self-esteem [8], self-efficacy [9,10], negative self-appraisals on personal responsibility and ability in completing [11], as well as locus of control [6,[12][13][14]. Interrelationship among these internal factors predicts academic procrastination tendency among students; nevertheless, it is imperative to study factors that educators can alter in order to reduce the tendency of academic procrastination.…”