Mediation Role of Locus of Control on the Relationship of Learned-helplessness and Academic Procrastination among College Students in Penang, Malaysia.

Abstract

<span lang="EN-US">This study aims to study the mediation role of locus of control on the impact of learned helplessness on students’ academic procrastination. Studies reported that more than 70% university students procrastinate, and one of the causes is the perception that one is vulnerable or helpless in finishing the procrastinate tasks. It was hypothesized that internal locus of control iLOC can reduce the effect if the learned helplessness (LH) on academic procrastination. Data was collected from 60 university students by utilizing instruments such as Duttweiller’s Internal Control Scale, Pure Procrastination Scale (adapted for academic setting) and Learned Helplessness Scale. Multiple regression with Process add-on showed that full mediation occurred; the prediction of LH on procrastination became insignificant when iLOC is controlled. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helpless feeling.</span>

Cyber-victimization and perceived depression: Serial mediation of self-esteem and learned-helplessness

“…Therefore, learned-helplessness significantly changes the strength of state selfesteem in reducing perceived depression; social media users persistently feel cyberbullied due to their high frequency of exposure to the derogatory comments or posts directed towards them, resulting in increased perceived cyber-victimization, which eventually reduce the adequacy of their state self-esteem, increase their learned-helplessness, which will subsequently increase perceived depression. This finding supports the study of Young et al [22] that social media users with adequate self-esteem who have not learned that they are helpless might even respond aggressively to those who attempted to victimize them. Moreover, the second supplementary analysis indicated that the prevalence of having perceived cybervictimization reducing state self-esteem is not less than 20%.…”

“…A study among 1963 early teenagers in the United States indicated that less adequate self-esteem levels were found among the participants who were involved in cyber-victimization, both as offenders and as victims [50]. By pin-pointing inadequate self-esteem as the outcome, their study supplemented their previous one, which reported that cybervictimization contributes to negative emotional and psychological in general [22].…”

“…Furthermore, learned-helplessness (LH) have been reported to predict several negative traits among youths, ranging from academic procrastination [20] to the development of depressive mood [21] and depressive symptoms [22] furthermore, delayed or immediate depressive symptoms might lead to suicide ideation [23,24]. Accordingly, while some of the depression and suicidality were reported as the impact of the combination of cyber-victimization and offline victimization [25], but many of them were also caused by cybervictimization alone [26].…”

Internal locus of control, social support and academic procrastination among students in completing the thesis

“…External factors include a negative evaluation from others [39], and peer influence [40]. Although these factors are considered external, individuals need to see them in a certain way before developing procrastination behavior [41]. Social support is verbal or non-verbal information or advice, real assistance, and actions given by social intimacy or acquired due to the presence of others, and has an emotional and behavioral benefit to the recipient [42].…”

The Role of Personality and Self-Motivation in Political (Dis)Engagement

“…LH was operationalized via the construct of self-motivation, and was measured using the Self-Motivation Scale (Dishman & Ickes, 1981). This scale utilizes several theoretical paradigms relevant in the research field of LH, including achievement motivation (De Castella, Byrne, & Covington, 2013), locus of control (Prihadi et al, 2018), and attribution theory (Harvey, Madison, Martinko, Crook, & Crook 2014). The scale includes 40 items measured on a 5-point Likert scale (1 = very much unlike me, 5 = very much like me); reversing final score is necessary.…”