35,241
Views
8
CrossRef citations to date
0
Altmetric
Research Article

Study Habits and Procrastination: The Role of Academic Self-Efficacy

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 1141-1160 | Received 28 Jun 2020, Accepted 08 Jul 2021, Published online: 03 Aug 2021

References

  • Balkis, M. (2011). Academic efficacy as a mediator and moderator variable in the relationship between academic procrastination and academic achievement. Egitim Arastirmalari – Eurasian Journal of Educational Research, 45, 1–16. http://acikerisim.pau.edu.tr:8080/xmlui/handle/11499/5762
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. WH Freeman.
  • Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918–1942. https://doi.org/10.1080/03075079.2014.999319
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd Edn). The Guilford Press.
  • Brown, T., & Murdolo, Y. (2016). Approaches to study across four year-levels of undergraduate occupational therapy students: Similar or different? British Journal of Occupational Therapy, 79(12), 752–761. https://doi.org/10.1177/0308022616662482
  • Cerino, E. S. (2014). Relationships between academic motivation, self-efficacy, and academic procrastination. Psi Chi Journal of Psychological Research, 19(4), 156–163. https://doi.org/10.24839/2164-8204.JN19.4.156
  • Diamantopoulos, A., & Siguaw, J. A. (2006). Formative versus reflective indicators in organizational measure development: A comparison and empirical illustration. British Journal of Management, 17(4), 263–282. https://doi.org/10.1111/j.1467-8551.2006.00500.x
  • Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191–195. https://doi.org/10.1016/j.lindif.2011.01.003
  • Dunlosky, J., & Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students’ learning. Scholarship of Teaching and Learning in Psychology, 1(1), 72–78. https://doi.org/10.1037/stl0000024
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
  • Ekuni, R., de Souza, B. M. N., Agarwal, P. K., & Pompeia, S. (2020). A conceptual replication of survey research on study strategies in a diverse, non-WEIRD student population. Scholarship of Teaching and Learning in Psychology, https://doi.org/10.1037/stl0000191
  • Ferrari, J. R., Parker, J. T., & Ware, C. B. (1992). Academic procrastination: Personality correlates with Myers-Briggs types, self-efficacy, and academic locus of control. Journal of social Behavior and personality, 7(3), 495–502.
  • Foerst, N. M., Klug, J., Jöstl, G., Spiel, C., & Schober, B. (2017). Knowledge vs. Action: Discrepancies in university students’ knowledge about and self-reported use of self-regulated learning strategies. Frontiers in Psychology, 8, 1288. https://doi.org/10.3389/fpsyg.2017.01288
  • Goffe, W. L., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education, 45(4), 360–375. https://doi.org/10.1080/00220485.2014.946547
  • Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92–115. https://doi.org/10.1177/1069072705281367
  • Grau, J., & Minguillon, J. (2013). When procrastination leads to dropping out: Analysing students at risk. eLearn Center Research Paper Series, 63–74.
  • Gregorich, S. E. (2006). Do self-report instruments allow meaningful comparisons across diverse population groups? Testing measurement invariance using the confirmatory factor analysis framework. Medical Care, 44(11 Suppl. 3), S78–S94. https://doi.org/10.1097/01.mlr.0000245454.12228.8f
  • Gröpel, P., & Steel, P. (2008). A mega-trial investigation of goal setting, interest enhancement, and energy on procrastination. Personality and Individual Differences, 45(5), 406–411. https://doi.org/10.1016/j.paid.2008.05.015
  • Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring reasons and consequences of academic procrastination: An interview study. European Journal of Psychology of Education, 28(3), 841–861. https://doi.org/10.1007/s10212-012-0143-4
  • Haycock, L. A., McCarthy, P., & Skay, C. L. (1998). Procrastination in college students: The role of self-efficacy and anxiety. Journal of Counseling & Development, 76(3), 317–324. https://doi.org/10.1002/j.1556-6676.1998.tb02548.x
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://academic-publishing.org/index.php/ejbrm/article/view/1224
  • Hu, L.-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. https://doi.org/10.1007/s10212-011-0097-y
  • Jairam, D. (2019). First-year seminar focused on study skills: An ill-suited attempt to improve student retention. Journal of Further and Higher Education, 44(4), 1–15. https://doi.org/10.1080/0309877x.2019.1582757
  • Jarvis, C. B., MacKenzie, S. B., & Podsakoff, P. M. (2003). A critical review of construct indicators and measurement model misspecification in marketing and consumer research. Journal of Consumer Research, 30(2), 199–218. https://doi.org/10.1086/376806
  • Jung, K. R. (2013). The mediational effect of academic self-discipline (ASD) between academic self-efficacy (ASE) and college GPA [Unpublished doctoral dissertation]. University of Minnesota. http://hdl.handle.net/11299/157688
  • Kenny, D. A. (2017). MedPower: An interactive tool for the estimation of power in tests of mediation [Computer software]. https://davidakenny.shinyapps.io/PowerMed/
  • Khan, M. J., & Rasheed, S. (2019). Moderating role of learning strategies between meta-cognitive awareness and study habits among university students. Pakistan Journal of Psychological Research: PJPR, 34(Spring 2019), 215–231. https://doi.org/10.33824/PJPR.2019.34.1.12
  • Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038
  • 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(4), 915–931. https://doi.org/10.1016/j.cedpsych.2007.07.001
  • Klingsieck, K. B., Grund, A., Schmid, S., & Fries, S. (2013). Why students procrastinate: A qualitative approach. Journal of College Student Development, 54(4), 397–412. https://doi.org/10.1353/csd.2013.0060
  • Kreber, C., Castleden, H., Erfani, N., & Wright, T. (2005). Self-regulated learning about university teaching: An exploratory study. Teaching in Higher Education, 10(1), 75–97. https://doi.org/10.1080/1356251052000305543
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130
  • MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004). Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, 39(1), 99–128. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821115/. https://doi.org/10.1207/s15327906mbr3901_4
  • Mandap, C. M. (2016). Examining the differences in procrastination tendencies among university students. International Journal of Education and Research, 4(4), 431–436. http://ww.w.ijern.com/journal/2016/April-2016/35.pdf
  • McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39(3), 462–476. https://doi.org/10.3758/s13421-010-0035-2
  • McCloskey, J., & Scielzo, S. A. (2015). Finally!: The development and validation of the academic procrastination scale. Manuscript submitted for publication. https://www.researchgate.net/profile/Shannon-Scielzo/publication/273259879_Finally_The_Development_and_Validation_of_the_Academic_Procrastination_Scale/links/54fcfb3d0cf20700c5e9c735/Finally-The-Development-and-Validation-of-the-Academic-Procrastination-Scale.pdf
  • Nordby, K., Klingsieck, K., & Svartdal, F. (2017). Do procrastination-friendly environments make students delay unnecessarily? Social Psychology of Education, 20(3), 491–512. https://doi.org/10.1007/s11218-017-9386-x
  • Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353–360. https://doi.org/10.1080/00220671.1997.10544593
  • Phan, H. P. (2011). Interrelations between self-efficacy and learning approaches: A developmental approach. Educational Psychology, 31(2), 225–246. https://doi.org/10.1080/01443410.2010.545050
  • Phan, H. P. (2013). Theoretical constructs that explain and enhance learning: A longitudinal examination. Higher Education Research & Development, 32(6), 1007–1021. https://doi.org/10.1080/07294360.2013.806445
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
  • Prat-Sala, M., & Redford, P. (2010). The interplay between motivation, self-efficacy, and approaches to studying. British Journal of Educational Psychology, 80(2), 283–305. https://doi.org/10.1348/000709909X480563
  • Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: Quantitative strategies for communicating indirect effects. Psychological Methods, 16(2), 93–115. https://doi.org/10.1037/a0022658
  • Purdie, N., & Hattie, J. (1999). The relationship between study skills and learning outcomes: A meta-analysis. Australian Journal of Education, 43(1), 72–86. https://doi.org/10.1177/000494419904300106
  • Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2000). Procrastination and the planning fallacy: An examination of the study habits of university students. Journal of Social Behavior and Personality, 15(5), 135.
  • Richardson, J. T. (2010). Perceived academic quality and approaches to studying in higher education: Evidence from danish students of occupational therapy. Scandinavian Journal of Educational Research, 54(2), 189–203. https://doi.org/10.1080/00313831003637972
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261–288. https://doi.org/10.1037/0033-2909.130.2.261
  • Roberts, N., & Thatcher, J. (2009). Conceptualizing and testing formative constructs: Tutorial and annotated example. ACM Sigmis Database: The Database for Advances in Information Systems, 40(3), 9–39. https://doi.org/10.1145/1592401.1592405
  • Rozental, A., Forsell, E., Svensson, A., Andersson, G., & Carlbring, P. (2015). Internet-based cognitive—behavior therapy for procrastination: A randomized controlled trial.. Journal of Consulting and Clinical Psychology, 83(4), 808–824. https://doi.org/10.1037/ccp0000023
  • Schouwenburg, H. C. (2004). Procrastination in academic settings: General introduction. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3–17). American Psychological Association. https://doi.org/10.1037/10808-001
  • Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12–25. https://doi.org/10.1037/0022-0663.99.1.12
  • Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 101–123). American Psychological Association. https://doi.org/10.1037/13273-005
  • Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs, 1(1), 35–37. http://userpage.fu-berlin.de/~health/engscal.htm
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
  • Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48(8), 926–934. https://doi.org/10.1016/j.paid.2010.02.025
  • Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51–58. https://doi.org/10.1002/per.1851
  • Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36–46. https://doi.org/10.1111/ap.12173
  • Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining procrastination across multiple goal stages: A longitudinal study of temporal motivation theory. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.00327
  • Stewart, M., Stott, T., & Nuttall, A. M. (2016). Study goals and procrastination tendencies at different stages of the undergraduate degree. Studies in Higher Education, 41(11), 2028–2043. https://doi.org/10.1080/03075079.2015.1005590
  • Svartdal, F. (2017). Measuring procrastination: Psychometric properties of the Norwegian versions of the Irrational Procrastination Scale (IPS) and the pure procrastination scale (PPS). Scandinavian Journal of Educational Research, 61(1), 18–30. https://doi.org/10.1080/00313831.2015.1066439
  • Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology, 11, 540910. https://doi.org/10.3389/fpsyg.2020.540910
  • Svartdal, F., & Steel, P. (2017). Irrational delay revisited: Examining five procrastination scales in a global sample. Frontiers in Psychology, 8, 1927. https://doi.org/10.3389/fpsyg.2017.01927
  • Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454–458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
  • Tuckman, B. W. (1991). The development and concurrent validity of the procrastination scale. Educational and Psychological Measurement, 51(2), 473–480. https://doi.org/10.1177/0013164491512022
  • Van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
  • Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35(6), 1401–1418. https://doi.org/10.1016/S0191-8869(02)00358-6
  • Verplanken, B. (2006). Beyond frequency: Habit as mental construct. British Journal of Social Psychology, 45(3), 639–656. https://doi.org/10.1348/014466605X49122
  • Washington, J. A. (2004). The relationship between procrastination and depression among graduate and professional students across academic programs: Implications for counseling. ProQuest Dissertations Publishing.
  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In Handbook of self-regulation (pp. 727–747). Academic Press. https://doi.org/10.1016/B978-012109890-2/50051-2
  • Wernersbach, B. M., Crowley, S. L., Bates, S. C., & Rosenthal, C. (2014). Study skills course impact on academic self-efficacy. Journal of Developmental Education, 14–33. https://www.jstor.org/stable/24614030
  • Wieman, C., & Gilbert, S. (2015). Taking a scientific approach to science education, part I-research. https://sei.ubc.ca/bitstream/seima/2184/1/Wieman-Gilbert_ScienceEd-pt1_Microbe_2015.pdf
  • Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95(1), 179. https://doi.org/10.1037/0022-0663.95.1.179
  • Yockey, R. D. (2016). Validation of the short form of the academic procrastination scale. Psychological Reports, 118(1), 171–179. https://doi.org/10.1177/0033294115626825
  • Zarick, L. M., & Stonebraker, R. (2009). I’ll do it tomorrow: The logic of procrastination. College Teaching, 57(4), 211–215. https://doi.org/10.1080/87567550903218687
  • Zeegers, P. (2004). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research & Development, 23(1), 35–56. https://doi.org/10.1080/0729436032000168487
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
  • Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.3102/00028312029003663