Prevalence of Academic Procrastination and Its Association with Metacognitive Beliefs in Zanjan University of Medical Sciences, Iran

Bytamar, Jahangir Mohammadi; Zenoozian, Saeedeh; Dadashi, Mohsen; Saed, Omid; Hemmat, Abbas; Mohammadi, Gelavizh

doi:10.29252/edcj.10.27.84

Cited by 13 publications

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“…It has been reported that 15–20 percent of the adult and about half of the students suffer from chronic and frequent procrastination and suffer from major problems in their daily lives ( Rozental and Carlbring, 2013 ). Research has also estimated that more than 60 percent of Iranian students involve in academic procrastination ( Mohammadi Bytamar et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Emotion Regulation Difficulties and Academic Procrastination

2020

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Objective and Background Academic procrastination as deliberate postponement of academic tasks, despite being aware of its consequences, is a common phenomenon among students. Current conceptualizations of procrastination support the rule of emotion regulation difficulties in the psychopathology of this phenomenon. In this regard, the current study is aimed to investigate the role of difficulty in emotion regulation in academic procrastination. Method The present study is a cross-sectional study. Participants were 250 students who completed Tuckman Procrastination Scale (TPS), and Difficulties in Emotion Regulation Scale (DERS). Result Correlation analyses showed that the TPS has a significant positive association on overall DERS and all but one of the six dimensions (DERS-Awareness) of emotion regulation difficulties ( p < 0.01). This association remained significant after controlling for anxiety and depression. Further, the multivariate regression showed that the only DERS dimension that could predict TPS was DERS-Strategies. Finally, individuals with a high level of procrastination reported greater DERS scores than those with a lower level. Discussion Results indicate that difficulty in emotion regulation, especially the ones’ believe about his/her ability in regulating unpleasant emotions effectively, is important in procrastination. However, despite the limited association between DERS and TPS, the findings raise some potentially useful implications for procrastination studies and interventions.

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Section: Introductionmentioning

confidence: 99%

Emotion Regulation Difficulties and Academic Procrastination

2020

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“…Students who often procrastinate tend to experience anxiety and depression more often than students who do not procrastinate. 3,4,5 In Indonesia, there has not been any study that discusses the relationship between academic procrastination and levels of stress, anxiety, and depression in the medical study program during the COVID-19 pandemic. Thus, examining the relationship between procrastination and stress, anxiety, and depression would be an interesting topic.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Academic Procrastination With Stress, Anxiety, and Depression During the Covid-19 Pandemic in Students of the Medical Study Program, Faculty of Medicine, Undip

Cahyaratri

Saktini

Asikin

et al. 2022

DMJ

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Background: Academic procrastination is defined as a learner's tendency to delay learning-related activities, which in many cases eventually causes anxiety and stress. Studying at home tends to cause a feeling of having a lot of free time, eventually postponing work. Students who often procrastinate tend to experience anxiety and depression more often than students who do not procrastinate.Aim: To prove the relationship between academic procrastination and stress, anxiety, and depression due to the COVID-19 pandemic.Method: This research was a cross-sectional study with 184 respondents. The research was conducted in November 2021. The respondents were UNDIP medical students batch 2020. The questionnaires used were the Procrastination Academic Scale for Student (PASS) and Depression, Anxiety, Stress Scale-21 (DASS-21). Data were taken from the questionnaire after the respondents agreed to the informed consent and were analyzed using the Spearman correlation test.Results: As many as 70,1% of respondents were female. Almost 50% of students have a high level of procrastination. A total of 21.7% of students experienced severe to very severe stress, 55.4% experienced severe to very severe anxiety, and as many as 50.4% experienced severe to very severe depression. The level of academic procrastination was positively correlated with stress levels (r=0.468, p<0.001), anxiety levels (r=0.468, p<0.001), and depression levels (r=0.401, p<0.001).Conclusion: Academic procrastination with stress, anxiety, and depression during the COVID-19 pandemic has a significant relationship with a moderate positive correlation.Keywords: Procrastination ; Stress ; Anxiety ; Depression ; COVID-19 Pandemic.

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“…Procrastination is defined as the deliberate delay in an action, despite being aware of its negative consequences (Klingsieck, 2013 ; Müller et al, 2020 ; Steel, 2007 ; Mortazavi et al, 2015 ; O’Brien, 2002 ; Van Eerde, 2003 ). Academic procrastination is highly prevalent among students (Schouwenburg et al, 2004 ; Solomon & Rothblum, 1984 ; Mohammadi Bytamar et al, 2017 ; Motie et al, 2012 ). In academic settings, it is very common for students to procrastinate when faced with assignments (Geng et al, 2018 ; Klassen et al, 2009 ; Lay & Silverman, 1996 ).…”

Section: Introductionmentioning

confidence: 99%

Tolerance for ambiguity, reappraisal, and suppression mediate the relationship between problematic internet use and procrastination

et al. 2022

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The current scientific literature lacks studies on the relationship between problematic internet use (PIU) and procrastination, especially regarding the mediating mechanisms underlying this relationship. The present study examined the association between procrastination and PIU, as well as determining the mediating roles of tolerance for ambiguity, reappraisal, and suppression. The conceptual model was tested using data collected from 434 Iranian college students. The participants completed a number of psychometric scales assessing procrastination, PIU, tolerance for ambiguity, reappraisal, and suppression. Structural equation modeling was used to test the hypothesized model. Results showed that PIU, tolerance for ambiguity, and suppression were positively associated with procrastination, and that there was a negative association between reappraisal and procrastination. Moreover, the mediation analysis indicated that tolerance for ambiguity, reappraisal, and suppression fully mediated the association between PIU and procrastination. However, it is also possible to interpret the results as suggesting that PIU is unimportant as a predictor for procrastination once mediators are controlled for.

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Prevalence of Academic Procrastination and Its Association with Metacognitive Beliefs in Zanjan University of Medical Sciences, Iran

Cited by 13 publications

References 5 publications

Emotion Regulation Difficulties and Academic Procrastination

Emotion Regulation Difficulties and Academic Procrastination

The Relationship of Academic Procrastination With Stress, Anxiety, and Depression During the Covid-19 Pandemic in Students of the Medical Study Program, Faculty of Medicine, Undip

Tolerance for ambiguity, reappraisal, and suppression mediate the relationship between problematic internet use and procrastination

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