Tugas English Afwa Jurnal 1910811011 Ganjil

PREDICTION OF ACADEMIC PROCRASTINATION BY FEAR OF FAILURE AND
SELF-REGULATION
Afwa Sakna
1910811011
Kelas Ganjil
Academic procrastination is a problem behavior with negative consequences for students.

The extent of this phenomenon among students and its negative impact on their academic
achievement requires more attention and research. The present study was conducted to
investigate the role of fear of failure and subscale of self-regulation (memory strategy goal-
setting, self-evaluation, helping assistance, responsibility, and organization) in relation to
academic procrastination. Therefore, 198 students from different schools of the University of
Isfahan in Iran were selected by random cluster multistage sampling. Student’s
Procrastination Assessment Scale, Performance Failure Appraisal Inventory, and Sevari’s
Self-regulation Questionnaire were used. Data were analyzed by t-test, Pearson correlations,
and linear regression in SPSS-22. Results of the t-test showed significant differences between
male and female students in terms of academic procrastination, organizing, and fear of
failure. Male students compared to females scored higher in academic procrastination.
Female students compared to males scored higher in fear of failure and organizing. Findings
of Pearson correlations showed a positive association between fear of failure and academic
procrastination, and a negative association between subscales of self-regulation and academic
procrastination. Also, linear regression analyses showed that fear of failure and responsibility
predict academic procrastination. In a conclusion, to reduce procrastination, some
interventions can be delivered by handling students’ fear of failure and self-regulation.
Procrastination is a pervasive self-regulatory failure affecting approximately half of the

student population (Rozental & Carlbring, 2014). About various emotional, cognitive, and
behavioral factors of procrastination, different types of procrastination have been mentioned,
including academic procrastination, neurotic procrastination, compulsive procrastination, and
decisional procrastination, among which academic procrastination comes out top (Jokar &
Aghadelavarpour, 2007). Findings from a research study conducted by Chehrzad et al. (2017)
showed that 70% of university students had moderate procrastination and 14% of students
had severe procrastination, and older age, academic level, and gender were the main
predictors of procrastination. Symptoms of academic procrastination include poor sleep, high
levels of stress, delayed work due to lack of time, improper completion of homework,
confusion, self-blame, feelings of guilt and inadequacy, low self-esteem, anxiety, and
depression (Custer, 2018). Steel (2007) found that 80% to 95% of students suffered from
work problems due to procrastination. Procrastination was also positively related to academic
burnout (Abdi Zarrin, Akbarzadeh, et al., 2019; Hall et al., 2019). Academic procrastination is
defined, with delays in starting or finishing a task, as an academic assignment that an
individual intends to do, but for doing so, it cannot be sufficiently motivating (Sepehrian,
2012). Most studies have identified procrastination as a barrier to academic success (Hen &
Goroshit, 2012). Procrastinators generally prefer to spend their time on tasks such as
watching TV or seeking joy or pleasure (Akinsola et al., 2007). Solomon and Rothblum
(1984) indicated that two main reasons for procrastination are the fear of failure and
delinquency of assignments. In a study conducted by Saeed Abbasi and Alghamdi (2015), it
has been shown that more than 20% of participants consider the key reason for their
procrastination to be phrases such as “you’re worried about not being able to meet your
expectations” or “you’re worried that you cannot get a good score”. Fear of failure is referred
to as a reaction to the provoking and intimidating outcomes of a failure outbreak (Haghbin et
al., 2012). Other research has also considered fear of failure as the reason for procrastination,
and it has been suggested that procrastinators deploy their fear of failure as a way to protect
their value from harm (Balkis & Duru, 2012). Burka and Yuen (2008) argued that
procrastinators set their values on their failures and achievements. Therefore, when they are
disappointed with doing a task, they not only consider themselves overcome to perform a task
but usually consider themselves as failed and unsuccessful people.
Several suggestions come up as the result and implications of the present study’s findings, the
first suggestion is the lecturer needs to provide a choice of acceptable assignments for the
students and ask them to choose one that becomes the students’ interest. It would be better to
develop assignments that provide the students with opportunities to develop career-relevant
knowledge and skills. Moreover, the lecturers should also set clear norms and remind the
students about the result expectations. They need to control the students by reminding them
of upcoming deadlines. It can help the students to develop their time management skills
because the students can see frequent reminders as a way to keep on schedule. However, the
present study is limited in investigating the level and reasons for academic procrastination,
also the correlation between academic procrastination and self-efficacy. Academic
procrastination may vary with such factors as age, gender, work experience, etc. Therefore,
further investigation with different variables and a wider range of samples with various levels
would be highly suggested to be recommended to support and build up the findings.
One of the limitations of the present study refers to the small sample of undergraduate
students to examine the relationship between academic procrastination, fear of failure, and
self-regulatory learning strategies. In future research, representative samples could be used to
determine the generalization of the results. Another limitation refers to the cross-sectional
study design. Therefore, longitudinal studies are recommended to deduce cause and effect
from their results. Results from the current study showed the importance of self-regulation
learning strategies and fear of failure in shaping academic procrastination. Thus, it is possible
to reduce procrastination by educating self-regulation learning strategy to students and
helping them reduce their fear of failure. As shown in previous studies, self-regulation
learning strategies might reduce academic procrastination (Shekholeslami, 2017). As
mentioned, procrastination is a common problem in different societies, especially among
university students. Previous research findings (e.g., Abdi Zarrin, Nori, et al., 2019; Setayeshi
Azhari, 2019) showed that high academic procrastination is related to low academic
achievement in students. Thus, it can be concluded that for academic performance to be
successful, it is essential to address the problem of procrastination among university students.
In severe cases of academic procrastination in students, they need to be referred to
psychologists and counselors for treatment, and the findings so far suggest that cognitive
behavioral therapy reduced procrastination more than other types of interventions (Van Erde
& Klingsieck, 2018).
Daftar Pustaka
M.M Wirajaya1, N. P. (2020). INVESTIGATING THE ACADEMIC PROCRASTINATION.
English language, 75.
Zarrin, S. A. (2020). Prediction of Academic Procrastination by Fear of Failure and Self-
Regulation. EDUCATIONAL SCIENCES: THEORY & PRACTICE, 34&40.

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PREDICTION OF ACADEMIC PROCRASTINATION BY FEAR OF FAILURE AND

Academic procrastination is a problem behavior with negative consequences for students.

Procrastination is a pervasive self-regulatory failure affecting approximately half of the

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