Procrastination and Academic Performance: A Meta-Analysis Study

Document Type : Research Paper

Author

Abstract

Procrastination is a common problem among university and school students. To address this problem., the current research was carried out with the aim of studying the combined research effect size in the field of procrastination and academic performance. A systematic review and meta-analysis method were used in this research. Along the same lines, 30 projects through PRISMA method from web the Data (Pupmed, Springer, ProQuest, Scopus, Elsevier, Science direct, Google Scholar, Magiran), between the year 1984-2018, 1380-1396 were conducted in accordance with research objectives to perform current study. After evaluating the criteria for entrances and lay away requirements research, the correlation effects of the research were analyzed by CMA software. Also, two models of random effect and fixed effect were calculated. According to the results of heterogeneous analysis, the randomized model was selected through Q and squared I indices. The findings revealed that the size of the combined effect of the investigated research after the removal of 3 effects size was -0.307. The combined effect size of the research was calculated based on the mean Cohen’s index. The results of heterogeneous analysis revealed of the existence moderating variables in the research as well. The results of this meta- analysis pertaining to theoretical and empirical foundations are indicative of the relationship between procrastination and academic performance variables. Given the results of this meta-analysis, it can be concluded that for academic performance to be successful, it is essential to address the problem of procrastination among university and school students.

Keywords

References

ستایشی اظهری، م.، میرنسب، م. م.، و محبی، م. (1396). رابطه بین امیدواری و پیشرفت تحصیلی با نقش میانجیگری اهمال‌کاری تحصیلی در دانش‌آموزان. فصلنامه علمی-پژوهش آموزش و ارزشیابی. 10(37)، 142-125.
ستایشی اظهری، م، (1395). روابط ساختاری طرح‌واره‌های ناسازگار اولیه و کمال‌طلبی با پیشرفت تحصیلی در دانش‌آموزان: نقش میانجیگری اهمال‌کاری تحصیلی. پایان‌نامه کارشناسی ارشد، دانشگاه تبریز.
دلیرناصر، ن.، و حسینی نسب، س. د. (1394). بررسی مقایسه‌ای پیشرفت تحصیلی و انگیزه پیشرفت در دانش‌آموزان ابتدایی مدارس عادی و هوشمند شهر تبریز. نشریه علمی-پژوهشی آموزش و ارزشیابی. 8(29)، 42-31.
کیهان، ج. و آهنگری اندریان، ن. (1396). الگوی علّی روابط بین خودشناسی انسجامی، سبک‌های هویت و پیشرفت تحصیلی در بین دانشجویان. فصلنامه پژوهش‌های کاربردی روان‌شناختی. 8(4)، 125-103.
میرصالح، ی.، نجیبی، هـ. و موسوی، ز. (1396). بررسی رابطه نگرش نسبت به پدر و تعهد به خانواده با اهمال‌کاری تحصیلی در فرزندان جانبازان. مجله پژوهش‌های کاربردی روان‌شناختی. 7(3)، 212-199.
عطادخت، ا.، محمدی، و ع.، بشرپور، س. (1394). بررسی اهمال‌کاری تحصیلی براساس متغیرهای جمعیت‌شناختی و رابطه آن با انگیزش پیشرفت و عملکرد تحصیلی دانش‌آموزان دبیرستانی. مجله روان‌شناسی مدرسه. 4(68)، 68-55.
دشت‌بزرگی، ز. (1395). رابطه تعلل‌ورزی و کمال‌گرایی تحصیلی با فرسودگی تحصیلی و عملکرد تحصیلی در دانشجویان پزشکی. دو ماهنامه راهبردهای آموزش در علوم پزشکی. 9(2)، 41-34.
تمدنی، م.، حاتمی، م.، و زرینی، هـ. (1390). خودکارآمدی عمومی، اهمال‌کاری تحصیلی و پیشرفت تحصیلی دانشجویان. فصلنامه روان‌‌شناسی تربیتی. 17(6)، 84-65.
مصرآبادی، ج. (1395). فراتحلیل (مفاهیم، نرم‌افزار و گزارش‌نویسی). تبریز: انتشارات دانشگاه شهید مدنی آذربایجان.
هومن، ح. ع. (1393). راهنمای علمی فراتحلیل. تهران: انتشارات سمت.
 
Aitken, M. (1982). A personality profile of the college student procrastinator. Unpublished doctoral dissertation. University of Pittsburgh.
Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education. 3(4), 363–370.
Alexander, E. S., & Onwuegbuzie, A. J. (2007). Academic procrastination and the role of hope as a copying strategy. Personality and Individual Differences. 42, 1301–1310.
Aremu, A. O., Williams, T. M., & Adesina, F. T. (2011). Influence of academic procrastination and personality types on academic achievement and efficacy of in-school adolescents in Ibadan. IFE Psychologia. 19, 93–113.
Babadogan, C. (2010). The impact of academic procrastination behaviors of the students in the certificate program in English language teaching on their learning modalities and academic achievements. Procedia Social and Behavior Science. 2, 3263–3269.
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive and Behavioral Psychotherapies, 13(1), 57–74.
Balkis, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: A structural model. European Journal ofPsychology of Education. 28, 825–839.
Balkis, M., Duru, E., & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: A structural model. European Journal of Psychology of Education. 28, 825-839.
Brinthaupt, T. M., & Shin, C. M. (2001). The relationship of cramming to academic flow. College Student Journal. 35(3), 457-472.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences, 36, 165–172.
Burnam, A., Komarraju, M., Hamel, R., & Nadler, D. R. (2014). Do adaptive perfectionism and self-determined motivation reduce academic procrastination? Learning and Individual Differences. 36, 165-172.
Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. Journal of Social Psychology. 149, 195–211.
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of ‘active’ procrastination behavior on attitude and performance. Journal of Social Psychology. 145, 245–264.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences. 21, 602–606.
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences. 21, 602-606.
Demeter, D. V., & Davis, S. E. (2013). Procrastination as a Tool: Expecting unconventional components of academic success. Creative Education. 4(7A2), 144-149.
Demeter. K., Szabo, K., Maior, E., Farcas, S., Kalcza, J., & Janos, R. (2015). Associations between academic performance, academic attitudes, and procrastination in a sample of undergraduate students attending different educational forms. Social and Behavioral Sciences. 187(13), 45-49.
Duru, E., & Balkis, M. (2014). The role of academic procrastination tendency on the relationships among self doubt, self esteem and academic achievement. Education and Science. 39(173), 274-287.
Feizche, B. A., Young, B. R., & Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences. 35, 1549-1557.
Ferrari, J. R. (1991). Self-handicapping by procrastinators: Protecting self-esteem, social-esteem, or both? Journal of Research in Personality. 25, 245–261.
Ferrari, J. R., Johnson, J., & McCown, W. G. (1995). Procrastination and task avoidance: Theory, research, and treatment. New York: Plenum Press
Hensley, L. C. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences. 36, 157–164.
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj. 327(7414), 557-560.
Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioral postponement. Personality and Individual Differences, 40, 1519–1530.
Jackson, T., Weiss, K. E., Lundquist, J. J., & Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic performance of Midwestern college students. Education. 124, 310-321.
Joubert, C. P. (2015). The relationship between procrastination and academic achievement of high school learners in North West province, South Africa (Doctoral dissertation, University of South Africa).
Karmena, D., Kingaa, S., Edita, M., Susanaa, F., Kingaa, K. J., & Rekaa, J. (2015). Associations between academic performance, academic attitudes and procrastination in a sample of undergraduate students attending different educational forms. Procedia-Social andBehavioral Sciences. 187, 45-49.
Kennedy, G. J., & Tuckman, B. W. (2013). An exploration into the influence of academic and social values, procrastination and perceived school belongingness on academic performance. Social Psychology of Education. 16(3), 435–470.
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences. 82, 26-33.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology. 33, 915-931
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education. 33(3), 295-310.
Lay, C. H. (1986). At last, my research article on procrastination. Journal of Researchinpersonality. 20, 474–495.
Lay, C. H., & Schouwenburg, H. C. (1993). Trait procrastination, time management, and academic behavior. Journal of Social Behavior and Personality, 8, 647–662.
Lubbers, M. J., Margaretha, P. C., Werf, V. D., Kuyper, H., & Hendriks, A. A. (2010). Does homework behavior mediate the relation between personality and academic performance? Learning and Individual Differences. 20, 203–208.
Lubbers, M. J., Margaretha, P. C., Werf, V. D., Kuyper, H., & Hendriks, A. A. (2010). Does homework behavior mediate the relation between personality and academic performance? Learning and Individual Differences. 20, 203-208.
Mann, L. (1982). Decision-making questionnaire. Unpublished inventory. Flinders University of South Australia, Australia.
Mehta, A. P. (1969). Achievement motive in high school boys. Monographs of National Council of Educational Research and Training (NCERT), New Delhi. 61, 12-14.
Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education. 56, 243-252.
Orpen, C. (1998). The causes and consequences of academic procrastination: Aresearch note. Westminster Studies in Education, 21, 73–75.
Paola, M. D., & Scoppa, V. (2015). Procrastination, academic success and the effectiveness of a remedial program. Journal of Economic Behavior & Organization. 115, 217-236.
Premuzic, T., Furnham, A., Dissou, G., & Heaven, P. (2005). Personality and preference for academic assessment: A study with Australian University students. Learning andIndividual Difference. 15, 247-256.
Rotenstein, A., Davis, H. Z., & Tatum, L. (2009). Early birds versus just-in-timers: The effect of procrastination on academic performance of accounting students. Journal of Accounting Education. 27, 223-232.
Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports. 84, 686–688.
Schouwenburg, H. C. (2004). Academic procrastination: Theoretical notions, measurement, and research. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), counseling the procrastinator in academic settings (pp. 3–17). Washington, DC: American Psychological Association.
Schraw, G., & Wadkins, T. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology. 99, 12–25.
Seo, E. (2011). The relationships among procrastination, flow, and academic achievement. Social Behavior and Personality. 39, 209–218.
Seo, E. (2012). Cramming, active procrastination, and academic achievement. Social Behavior and Personality, 40(8), 1333–1340.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology. 31, 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin. 133, 65-94.
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawding. Psychological Science. 8(6), 454-458.
Trow, W. C. (1956). Psychology in teaching and learning. New York, M.C- Graw-Hills series publications.
Tuckman, B. W. (1991). The development and concurrent validation of the procrastination scale. Educational & Psychological Measuremen. 51, 473-480.
Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences. 35, 1401–1418.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology. 95, 18-179.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology. 95, 179-187.
 
Journal of Applied Psychological Research
Volume 10, Issue 1
May 2019
Pages 115-133

Files

History

  • Receive Date: 24 October 2018
  • Revise Date: 07 January 2019
  • Accept Date: 30 May 2019
  • First Publish Date: 30 May 2019
  • Publish Date: 22 May 2019

Share

How to cite

Statistics