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

Hui, Yen Ling; Prihadi, Kususanto Ditto; Arif, Najiya I.; Yap, Sam X. Y.; Chua, Melissa Jane; Chen, John; Chong, J.C.; Yeow, James

doi:10.11591/ijere.v8i4.20265

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…This suggests that increase in locus of control orientation was associated with a small increase in on-task classroom involvement of OVP in primary schools in Kisumu Central Sub County, Kenya. These results are corroborated by findings by Hui et al (2019) which revealed that internal locus of control had a significant positive effect on classroom engagement, and that of a by Laat (2016) which found that individuals with internal locus of control were more work engaged. However, they differed from earlier findings which found no statistically significant association between locus of control and academic functioning (Hill, 2016).…”

Section: Results and Discussion 41 Correlation Between Locus Of Control Orientation And On-task Classroom Involvement Of Ovpsupporting

confidence: 71%

Relationship between Locus of Control Orientation and School Adjustment of Orphaned and Vulnerable Pupils in Kisumu Central Sub County, Kenya.

Ochieng¹,

Sichari²,

Ogutu³

2020

JEP

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This study investigated the relationship between locus of control orientation and school adjustment of orphaned and vulnerable pupils (OVP) in primary schools in Kisumu Central Sub County, Kenya. It adopted a correlational research design. Purposive and snowball sampling techniques were used to sample 284 participants which included 248 OVP and 36 class teachers. Data was collected using an adapted form of Nowicki-Strickland locus of control scale for children (N-SLOC) and a modified form of teacher rating scale of school adjustment (TRSSA). The instruments were piloted in two schools to determine their validity and reliability. Content validity was ascertained by incorporating results of the pilot study and views of experts in the Department of Educational Psychology of Masinde Muliro University of Science and Technology. On the other hand, split-half technique corrected by Spearman-Brown formula was used to determine reliability of the data collection instruments. N-SLOC yielded a reliability coefficient of .793 while TRSSA, .995. Data was analysed using inferential statistics at .05 level of statistical significance and 95% confidence level. Statistical package for social sciences (SPSS) version 25 aided in the analysis. Results revealed a weak significant positive correlation between locus of control orientation and school adjustment, r = .183, df = 246, p < .05. Recommendations were made that could help stakeholders respond to OVP in ways that increase their comfortability and ultimate adjustment in the school environment.

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Section: Results and Discussion 41 Correlation Between Locus Of Control Orientation And On-task Classroom Involvement Of Ovpsupporting

confidence: 71%

Relationship between Locus of Control Orientation and School Adjustment of Orphaned and Vulnerable Pupils in Kisumu Central Sub County, Kenya.

Ochieng¹,

Sichari²,

Ogutu³

2020

JEP

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“…Students choose to skip class, do not take notes of homework, leave assignments at the last minute in order to forget about academic assignments. Student involvement in class is able to reduce AP behavior [18]. This can be done by building interactive classroom environment so that they are able to handle situations, have a sense of belonging, and strive for achieving goals.…”

Section: J Relationship Between Grade Level and Academic Procrastinat...mentioning

confidence: 99%

Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout

Setiyowati,

Rachmawati,

Wiyono

et al. 2024

IJERE

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<span lang="EN-US">Academic burnout (AB) is a problem that many students are currently facing since the online learning policy was implemented. This research aims to analyze the structural relationship between emotional regulation (ER), academic procrastination (AP), and student AB. This research used ex post facto causal relationship explanatory design. The research subjects were 417 high school students in East Java. The sampling was cluster random sampling technique. The data analysis technique used the Rasch model and structural equation modelling (SEM). The results showed that there was a significant relationship between ER and AP and AB. The implication of findings on the school guidance and counselling program is that the counsellors must pay attention to the factors that contribute to student AB so that counselling services can be designed to prevent student AB.</span>

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“…Supporting that, Nordbly et al [16] proposed that one of the external factors that can be altered to reduce AP is the classroom engagement; when the deliverance of the subject is considered engaging, students would have their AP tendency reduced. Nevertheless, another study in Malaysian context denied it by reporting that classroom engagement was still fully mediated by the internal locus of control of the students [17].…”

Section: Introductionmentioning

confidence: 99%

Fear of failure and academic procrastination among university students: The role of achievement expectancy and year of study

Tan

Prihadi

2022

IJERE

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<span>This current study aimed to investigate whether expectancy-value model of achievement choice mediates the relationship between fear of failure (FOF) and academic procrastination (AP) among undergraduate students of Psychology Department at a private university in Malaysia. Based on the Krejcie-Morgan Table and G*Power, 102 undergraduate students (aged 18-24) who enrolled in core subjects were recruited to represent the population via snowball sampling method. PROCESS macro for SPSS was utilized to perform the Bootstrap analysis with 5,000 sampling at 95% confidence interval to test the mediation hypothesis. Results showed a significant positive total effect of FOF on AP and significant negative direct effect of expectancy-value model on academic procrastination, supporting the hypothesis for path c and path b. However, no significant direct effect was found between FOF and expectancy-value model (path a). Mediation did not occur, therefore FOF is still considered a robust and significant predictor of AP among the population of psychology students in the aforementioned university. Furthermore, our results suggested that the aforementioned link did not significantly occur among the first-year students.</span>

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

Cited by 4 publications

References 22 publications

Relationship between Locus of Control Orientation and School Adjustment of Orphaned and Vulnerable Pupils in Kisumu Central Sub County, Kenya.

Relationship between Locus of Control Orientation and School Adjustment of Orphaned and Vulnerable Pupils in Kisumu Central Sub County, Kenya.

Analysis of the structural relationship emotional regulation, academic procrastination, and academic burnout

Fear of failure and academic procrastination among university students: The role of achievement expectancy and year of study

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