The tendency to delay tasks, known as academic procrastination, has become a prevalent issue among students, significantly impacting their educational outcome and overall well-being. A recent study conducted at Jiroft University of Medical Sciences has shed light on the predictors of academic procrastination, focusing on two key factors: academic self-efficacy and emotional regulation difficulties.
Academic procrastination refers to the conscious postponement of academic duties, which can lead to heightened stress, decreased self-esteem, and unsatisfactory academic performance. Researchers found this behavior to be central to student experiences, noting it may affect up to 95% of academic populations. The study, undertaken between January and April 2024, analyzed responses from 290 medical students from various fields at the university.
The findings revealed moderate levels of academic procrastination, with average scores indicating students were experiencing challenges but not to extreme extents. Specifically, the average score of academic procrastination was recorded at 66.21, out of 108 possible points. Conversely, students also exhibited moderate academic self-efficacy, reflected by an average score of 59.58 out of 120, and high levels of emotional regulation difficulty with scores averaging 121.42 out of 180.
Statistical analyses showcased compelling correlations between the measured variables. The results indicated significant correlations between students’ levels of procrastination and their academic self-efficacy and emotional regulation difficulties. Specifically, the study highlighted, "A significant correlation was observed between students’ academic procrastination and academic self-efficacy (r = -0.648, p < 0.001) and the difficulty in emotional regulation (r = 0.701, p < 0.001)." This indicates those students with higher self-efficacy exhibited reduced procrastination, aligning with previous research showing self-efficacy serves as a motivator against delaying behaviors.
The study also pinpointed various elements within emotional regulation difficulties as pertinent predictors of procrastination. Such elements include the difficulty of performing purposeful behaviors and the lack of emotional clarity—students struggling to control their emotional responses tend to disengage from their academic responsibilities, leading to procrastination.
The researchers propose practical solutions to mitigate these issues. Based on their findings, they recommend interventions aimed at enhancing academic self-efficacy among students through workshops and courses focusing on emotional regulation strategies. They mentioned, "Considering the students’ academic procrastination and the effect of academic self-efficacy and emotional regulation on it, it is suggested... through holding related courses and workshops so... procrastination can be reduced." This approach seeks not only to improve students' perceptions of their academic abilities but also empower them with the skills to manage their emotions effectively.
The socio-emotional climate of educational institutions plays a pivotal role; enhancing relationships between students and educators could nurture motivation and academic success. With the proposed measures, the aim is to cultivate resilience against procrastination and optimize academic performance across the student population.
The study's findings contribute valuable insights to educators and policymakers focused on improving student outcomes by addressing the psychological factors influencing academic performance. Continued exploration of such variables can pave the way for systematic changes aimed at reducing procrastination behaviors and fostering healthier academic environments.