Correlations of Self-esteem and Relationship with Parents with Academic Procrastination in Students: An Analytical, Cross-Sectional Study

Abstract

Background & Aims: Procrastination is a very common phenomenon and almost a global problem that exists in all cultures. Studies show that (80-95%) of students are involved in some form of procrastination and (50%) of them are always procrastinating in doing homework and learning subjects. Academic procrastination is one of the factors affecting students' academic achievement and many students cannot use their maximum existential capacity due to this problem. In fact, procrastination causes a high degree of anxiety and depression in the person, which lowers his self-esteem. Self-esteem is one of the most important factors modulating psychosocial stress, which is based on family relationships, academic success, physical image, social interaction, and self-worth. The importance of these issues depends on individual differences and growth. Studies show that the way parents relate to their children and how they raise their children affect procrastination. In addition to common problems of other students, medical students also face special problems in their field, such as the stress of the hospital environment and dealing with the problems of patients, and are more at risk of injury. Therefore, it is necessary to examine different academic problems such as academic procrastination and its related factors including relationship with parents and self-esteem of this group to prevent the academic failure of these students as the future workforce. Training students who, due to academic procrastination, have not been able to acquire sufficient educational competence to provide services to patients will cause several problems in the health system in the future. This study aimed to determine the relationship between self-esteem and relationship with parents with academic procrastination in nursing students. Materials & Methods: This predictive, correlational, cross-sectional study was conducted on nursing students of Shahrekord University of Medical Sciences during November-December 2019. The statistical population of this study was all students at the School of Nursing and Midwifery, Shahrekord University of Medical Sciences (nursing, midwifery, operating room, and emergency medicine). In total, 410 students were selected through quota sampling and included in the study. The inclusion criteria were being a student, nursing students in one of the intended disciplines, non-employment in the health system and other organizations. The exclusion criteria were being married, having a history of mental illness and not having parents. The measurement tool was a four-part questionnaire, with the first part related to demographic information (age, gender, field of study, semester, and degree), the second part was Solomon and RothBlum's academic procrastination questionnaire, the third part was Rosenberg's self-esteem questionnaire, and the fourth part of the questionnaire was the parent-child relationships devised by Fine, Moreland, and Schwebe. Data were analyzed in SPSS version 16 using descriptive (mean and standard deviation) and i...

Relationship between academic procrastination, self-esteem, and moral intelligence among medical sciences students: a cross-sectional study

“…The results of this study indicated a significant negative relationship between students’ academic procrastination and self-esteem. Similarly, self-esteem is reportedly one of the factors affecting students’ academic procrastination in various studies [ 10 , 16 – 18 ]. In this respect, lower degrees of academic procrastination were observed in students with higher self-esteem.…”

“…In other words, students with low self-esteem often experience high levels of academic procrastination due to the fear of failure in achieving their goals. In fact, when students do not expect success and growth because of low self-esteem, they do not strive to achieve their goals [ 18 ]. Therefore, low self-esteem will result in students’ academic procrastination.…”

“…Items 4,6,11,15,16,21,23, and 25 are scored reversely. The scores of this scale range between 27 and 135, with scores of 27-62 indicating mild procrastination, 63-98 moderate procrastination, and 99-135 severe procrastination [18]. Solomon and Rothblum (1984) reported the reliability and internal consistency of 0.79 and 0.84, respectively, for this scale using Cronbach's alpha method.…”

“…Moreover, academic procrastination is associated with high levels of anxiety, depression, and feeling guilty in students and affects their self-esteem [13][14][15]. Self-esteem is considered among the factors affecting students' academic procrastination in various studies [16][17][18]. Selfesteem refers to our perception of ourselves, how we evaluate ourselves, and our self-evaluation of ourselves as individuals [19][20][21].…”