Correlates of Academic Procrastination and Mathematics Achievement of University Undergraduate Students

By M. K. Akinsola, A. Tella. 2007

227 citations recorded by the source corpus.

Procrastination is now a common phenomenon among students particularly those at the higher level. And this is doing more harm to their academic achievement than good. Therefore, this study examined the correlates between academic procrastination and mathematics achievement among the university mathematics undergraduate students. The study used a total sample of 150 part 3 and 4 students in the department of mathematics and mathematics education students in the university of Ibadan and university of Lagos, Nigeria. The 35 items academic procrastination scale developed and validated by Tuckman (1991) was used for the collection of data, in conjunction with the subjects GPA scores till date in mathematics. Findings indicates that: a significant correlation was found in the academic procrastination and academic achievement of the subjects in mathematics, significant difference also exists in the levels of procrastination and mathematics achievement of the subjects, with low procrastinators performing better than the moderate and the high procrastinators. Results further reveals the subjects procrastinate the same way irrespective of their gender. Implications of procrastination on academic achievement of students at all levels generally and some effective ways of remediation of procrastination were suggested.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/81d1a181102dfa34eb5a98dcaed6385077281ca0

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Relations of perceived parental autonomy support and control with adolescents' academic time management and procrastination (2018, background): “Further, the majority of studies examining either time management or procrastination have relied heavily on adult or college student samples (e.g., Akinsola et al., 2007; Britton & Tesser, 1991; Corkin, Yu, Wolters, & Wiesner, 2014; Macan, 1994; Macan et al., 1990; Tice & Baumeister, 1997).”
Prediction of Academic Procrastination by Fear of Failure and Self-Regulation. (2020, background): “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 of procrastination are the fear of failures and delinquency of assignments. In a study conducted by Saeed ”
The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination (2010, background): “Procrastination leads to a number of negative results, including lower goal commitment, lower amount of time allotted towards work (Morford, 2008), a decrease in course achievement (Akinsola, Tella, & Tella, 2007), and a decrease in long-term learning (Schouwenburg, 1995).”
Statistics anxiety, trait anxiety, learning behavior, and academic performance (2012, background): “time available for learning, less concentration on task performance, and lower self-efficacy (Akinsola et al. 2007; DeRoma et al. 2003).”
Procrastination, participation, and performance in online learning environments (2011, background): “, 1986; Tice & Baumeister, 1997), and that students with low procrastination tendencies achieve higher grades in mathematics than students with moderate and high levels of procrastination (Akinsola et al., 2007).”