procrastination

On one hand, collective coping and social support were found to reduce academic procrastination as these coping strategies may alleviate stress and enable college students to focus on academic tasks (Lowinger et al., 2016; Kim et al., 2016); on the other hand, online social support was found to be positively associated with internet addiction and to increase academic procrastination (Anam-ul-Malik & Rafiq, 2015), whereas avoidant coping was negatively associated with procrastination (Burns, Dittmann, Nguyen, Mitchelson, 2000).

Consistent with studies of the predictive nature of task-specific self-efficacy (Bandura, 1997; Pajares, 1996), self-efficacy for one's ability to self-regulate their learning should predict self-regulatory behavior and lower levels of academic procrastination, a finding previously reported by Klassen and colleagues (2008).

The study was designed to investigate the prevalence and reasons for academic procrastination in public university students.

Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities.

The test result indicated that self-efficacy fully mediated the relationship between academic procrastination and self-oriented perfectionism, which is an indicator of perfectionistic strivings.

The article examined the relationship among Problematic Mobile Phone (PMP) usage, academic procrastination and academic performance among college students.

It is concluded that academic procrastination and sub-clinical narcissism have a common occurrence among medical students.

Broadly, this research has consistently shown that academic procrastination is negatively correlated with GPA (Richardson et al., 2014; Steel, 2007).

Regarding material organization, the study mentioned that this was independently associated with academic procrastination (29).

Abstract Nearly 50% of the college population struggles with academic procrastination, which is an impulsivity problem that often leads to emotional difficulties and college dropout.

On the other hand, this finding is matched with results obtained from some foreign studies as follows: The study of Capan [31] shows the relationship between procrastination and perfectionism; the study of Senecal and Koestner indicates that students who have inner incentive to do their homework procrastinate less than the students with external incentive[32]; the research of Rakes [33] expresses that internal motivation is an effective factor in reducing academic procrastination compared to external motivation; the study of Chu and Choi [34] indicates the relationship between procrastination and self-efficacy; and the study of Kagan et al.