Academic Procrastination

The purpose of this study is to find out the implications of family size on students educational attainment in Cameroon. To this effects educational attainment was capture through various levels of child education. The ordered probit model was use to estimate our result while data was Demographic Health Survey. The result shows that family size negatively and significantly affects child educational attainment while a child is more likely to attain primary education but less likely to attain both secondary and higher education relative a child from small family size. We recommend that the ministry of planning and urban development should passed a law limiting the number of children one should have so that more resources will be allocated per child which will go a long way to increase child quality.

The present study seeks to ascertain whether the academic procrastination of university pre-service teachers varied during
the COVID-19 pandemic when compared to data collected from another sample (n = 794) taken before the pandemic,
and the reasons that might explain this. 910 pre-service teachers responded to the PASS scale, Academic Procrastination
Scale, Unintentional Procrastination Scale, Active Procrastination Scale, and the New General Self-Efficacy Scale during the
pandemic. The results reflect greater procrastination than for the pre-pandemic sample; 37.8% felt that their procrastination
had increased due to the pandemic, which was more evident amongst women, whereas 8.7% reported having procrastinated
less, displaying the highest level of self-efficacy. In both instances, the most commonly alleged reasons were greater time
management, together with changes they were forced to make in their study habits. We discuss the implications that might
need to be considered when planning and organizing teaching, should a similar situation occur again.

The current study aimed to determine the level of well-being, psychological capital, and academic stress. And investigate modeling causal relationships among well-being, psychological capital, academic stress and some demographic variables such as: gender, specialization, program, and year of study. 1160 students participated during the period of Covid-19 pandemic. The scales of: Well-being scale by , psychological capital scale in academic environment by, Luthans, Luthans and Jensen (2012), and academic stress scale by Lin and Chen (2009) were used. The results indicated that: there is a high level of well-being, psychological capital, and academic stress of the study sample. And a causal model with a good fit for the relationships among the variables was reached. As well as presence of a statistically significant direct negative effect of academic stress on psychological capital and well-being. Also, the study resulted to presence of a statistically significant indirect negative effect of academic stress on well-being through psychological capital. And presence of a direct significant effect of specialization in psychological capital, where the psychological capital of the students of the humanities specialization was higher than that of the students of the scientific specialization. There was a direct significant effect of the type of program and year of study on academic stress, where the academic stress of undergraduate students was higher than its counterpart among graduate students. As well as academic stress among first-year students are higher than those of older year's students. Also resulted to there is an indirect significant effect of specialization in well-being through psychological capital, and an indirect significant effect of the year of study and program on psychological capital and well-being through academic stress. The results and its applications in academic environment were discussed.

هدفت الدراسة إلى تعزيز الاحتواء الاجتماعي للتلاميذ المهمشين عن طرق عرض الإطار المفاهيمي للتهميش، والتعرف على الأسس النظرية للاحتواء الاجتماعي، واستخلاص أهم حقوق الطفل في المواثيق والتشريعات المحلية والاقليمية والدولية، بالإضافة إلى الکشف عن آليات تعزيز الاحتـواء الاجتماعي للتلاميذ المهمشين من وجهة نظر الخبراء، ووضع رؤية مستقبلية لتعزيز الاحتواء الاجتماعي للتلاميذ المهمشين في ضوء بعض المواثيق والتشريعات.
واستخدمت الدراسة الحالية المنهج الــوصفي کما اعتمدت على أحد أساليب الدراسات المستقبلية وهو أسلوب (دلفاي) للکشف عن آليات تعزيز الاحتـواء الاجتماعي للتلاميذ المهمشين من وجهة نظر مجموعة من الخبراء، وتمثلت عيِّنةُ الدراسة في الخبراء المهتمين بالاحتواء الاجتماعي والتضامن الاجتماعي ورعاية المهمشين، وبلغ عدد المستجيبين من الخبراء (46) خبيراً، وذلک من خلال تصميم ثلاث جولات من الاستبانات المرسلة إلى الخبراء على فتراتٍ متلاحقة، استبانة الجولة الأولى عبارة عن سؤال مفتوح موجه للخبراء حول آليات تعزيز الاحتواء الاجتماعي للتلاميذ المهمشين، واستبانة الجولة الثانية وتضمنت الآليات التي نتجت عن الجولة الأولى، بعد حذف المتکرِّر وإعادة صياغة العبارات وتصنيفها لأربعة أبعاد، واستبانة الجولة الثالثة وتضمنت العبارات التي اتَّفق عليها الخبراء في الجولة الثانية بنسبة أکبر من 75%.
وکان من أهم نتائج الدراسة وضع رؤية مستقبلية لتعزيز الاحتواء الاجتماعي للتلاميذ المهمشين في الجانب الاقتصادي والاجتماعي والتعليمي والتکنولوجي، تمثلت أهم آلياتها في تقديم الدعم المادي والمعنوي للتلاميذ المهمشين بالمدارس، وعمل قسم لرصد ورعاية المهمشين بکل مديرية تعليمية، وإعداد استراتيجية تربوية لرعاية التلاميذ المهمشين بالدولة، بالإضافة إلى تنويع وسائل التواصل مع المهمشين لحل مشکلاتهم، وتعزيز التعاون بين وزارة التربية والتعليم ووزارة التضامن الاجتماعي لوضع أسر التلاميذ المهمشين ضمن أولويات عملهم، وعمل خطة استراتيجية من قبل الدولة لتغطية المناطق النائية بشبکات الاتصالات والانترنت، وتوفير أجهزة تکنولوجية بأسعار مخفضة للتلاميذ المهمشين بالمدارس، فضلاً عن الاهتمام بالتربية النقدية للمهمشين لمنع استقطابهم الکترونياً من قبل المنظمات المتطرفة.

Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and ac...

Background: Academic motivation and procrastination are two sides of the same coin in nursing education. While motivation drives students to excel, procrastination hinders their progress. Understanding these concepts is crucial for both students and educators to foster a conducive learning environment. Aim: the current study aimed to assess academic motivation and its influence on academic procrastination among nursing students. Design: A descriptive correlational design was conduct to carry out the study. Setting: The study was conducted at El Salam Technical Nursing Institute which affiliated to EL-Salam Specialized Hospital. Subjects: The study include (123) out of (186) nursing students studying at El-Salam Technical Nursing Institute. Tools of data collection: Tool 1: Academic Motivation Scale. Tool 2: Procrastination Assessment Student Scale. Results:(84.6%) the majority of nursing students in this study demonstrated high total motivation. While, (87.8%). the majority of the nursing students had low total procrastination. Conclusion: there was statistically significant relation between procrastination and age. Recommendation: Use effective time management techniques to Encourage students to reduce procrastination. organized orientation trainings for students to facilitate their academic adaptation in learning process. Foster a positive and supportive learning environment that encourages open communication, collaboration, and a growth mindset.

Cilj ovog istraživanja bio je ispitati odnos između akademske prokrastinacije, akademske samoefikasnosti te depresivnih i anksioznih simptoma kod studenata. U istraživanju je sudjelovalo 253 studenata Filozofskog i Građevinskog fakulteta u Osijeku, prosječne dobi 20.48 godina (SD=2.48). Korišteni su slijedeći instrumenti: Upitnik sociodemografskih podataka, Skala za procjenu prokrastinacije za studente, Subskala akademske samoefikasnosti, Skala depresivnosti Centra za epidemiološka istraživanja te Beckov inventar anksioznosti. Rezultati su pokazali da je akademska prokrastinacija statistički značajno negativno povezana s akademskom samoefikasnosti te statistički značajno pozitivno povezana s depresivnim i anksioznim simptomima. Također se pokazalo da je akademska samoefikasnost statistički značajno negativno povezana s depresivnim i anksioznim simptomima. Na kraju, pokazalo se da je akademska samoefikasnost potpuni medijator u odnosu između akademske prokrastinacije, s jedne strane,...

Objective: To validate the academic procrastination scale (APS) and Rosenberg Self- Esteem Scale (RSES) and to com-pare mean score of self- esteem and academic procrastination among male and female students of Southern Punjab.
Methodology: This was the Cross-sectional study conducted among undergraduates of MBBS, Physiotherapy (DPT), Pharmacy (D-Pharmacy) and Allied Health Sciences (AHS) disciplines of private institute of Bahawalpur Medical College (BMC) from January till March-2024. The study tool was comprised of three sections. Section one was about demo-graphic variables like gender, age, graduation program. APS of Tuckman and RSES was used to measure APS and SES in section two and three respectively. For data analysis SPSS version 27 was used. Normality of data was checked with Shapiro-Wilk test. Cronbach’s alpha was used to assess the validity of APS and RSES. P-value < 0.05 was consid-ered as statistically significant.
Result: Total n=400 forms were distributed from which n=387 were included for data analysis with 93.6% of response rate There was total n=262 (67.7%) female and n=125 (32.3%) male students. Male students were found to be more pro-crastinator then female students (39.3 + 8.17) and (42.72 + 9.8) respectively. While comparing RSES, there was insignif-icant difference found. Male students had higher RSES score as compare to female students 27.93 + 4.6 and 28.6+ 4.50 respectively-table.3. APS was found to be validated tool at Cronbach’s alpha value of 0.821.
Conclusion: Academic Procrastination Scale was found to be valid tool in local context. Lower APS was found among male students showed more procrastinators then female gender.

La procrastinación es un fenómeno presente en diversos ámbitos de la vida de los individuos. Aunque su estudio como tema científico es relativamente reciente, sus raíces conceptuales se remontan a los orígenes del análisis de la conducta humana, lo que destaca la necesidad de comprender su naturaleza e implicaciones. En el contexto universitario, este fenómeno adquiere particular relevancia debido a su relación con dos aspectos clave en el desarrollo estudiantil: el rendimiento académico y el bienestar emocional. Es por ello por lo que, este artículo tiene como objetivo explorar la complejidad de la procrastinación dentro del entorno de los estudiantes de la Universidad Vizcaya de las Américas de la modalidad escolarizada, y de este modo, reconocer las implicaciones de los distintos aspectos que lo rodean, tales como la falta de determinación para realizar una actividad, el esfuerzo requerido y la prioridad que se le da a esta.

The revolutionary impact of new technologies was most evident in the way computers mimicked human learning and adaptive abilities. Artificial intelligence (AI) has emerged as an important topic in student education. There are divergent perceptions about AI in student education. Regardless of one's point of view, it is critical to recognize that AI is gaining center stage in education. Students are becoming increasingly interested in the usage of AI, yet the areas of their learning that AI has the most impact on are underexplored, particularly in developing nations. Our study investigated undergraduate students' use of AI in their learning and how gender and primary place of residence influence their adoption of AI in their learning. A cross-sectional survey research design was adopted to conduct the study. Participants were 206 (male = 12.6%; female = 87.4%; mean age =21.38±15.94) randomly sampled in a university in Awka, Anambra State. A survey questionnaire was used to collect the data for the study. Major findings revealed that undergraduate students mostly use AI in finding related topics to assignments/homework, having access to more detailed responses to a given task, summarizing larger texts, checking spelling and grammar construction whereas the least areas they use AI tools included replying to emails, turning the photos of text and audio file, and writing curriculum vitae. Also, whereas gender was not a significant influence on AI use for learning, students' primary place of residence was a significant factor in determining undergraduate students' use of AI in their learning. Results were discussed; implications of the study were highlighted. It was concluded that students are likely to use AI in aspects of learning that they would be assessed.

Procrastination is most often considered to be the irrational delay of behavior. Procrastination not only affects student grades, but also academic performance. It prevents students from reaching their objectives and goals; it inculcates a sense of discomfort, as things start accumulating. The present study aimed to assess how gender effect procrastination and self-esteem in university students. Sample encompassed 101 participants (51 female and 50 male) in the age range of 21-24years collected from University of Jammu. Lay's General Procrastination scale for student population and Rosenberg's Self-Esteem scale were used as tools. Results indicated no significant difference between male and female on procrastination however significant difference was found on self-esteem across gender. The mean scores indicated that female participants had increased level of self-esteem than male participants.

Procrastination is most often considered to be the irrational delay of behavior. Procrastination not only affects student grades, but also academic performance. It prevents students from reaching their objectives and goals; it inculcates a sense of discomfort, as things start accumulating. The present study aimed to assess how gender effect procrastination and self-esteem in university students. Sample encompassed 101 participants (51 female and 50 male) in the age range of 21-24years collected from University of Jammu. Lay’s General Procrastination scale for student population and Rosenberg’s Self-Esteem scale were used as tools. Results indicated no significant difference between male and female on procrastination however significant difference was found on self-esteem across gender. The mean scores indicated that female participants had increased level of self-esteem than male participants.

Frequent and regular engagement is essential for effective e-learning, and self-regulated learning strategies play a crucial role in enhancing such engagement. However, recent research has suggested that learners may initially rely on other-regulated strategies, eventually transitioning to self-regulation. This study examines the impact of Time and Study Environment Management (TSEM) strategy instruction on students' e-learning behaviors, particularly in reducing procrastination, and explores whether it initially promotes other-regulated strategy use, which evolves into self-regulation. Japanese university students participated in a two-semester e-learning assignment as an out-of-class activity. Group A received TSEM instruction in the spring semester, while Group B did not. Neither group received instruction in the fall. Students' e-learning behaviors were measured through login frequencies, and their strategy use was assessed via interviews. Results showed that in the spring semester, Group-A students initiated learning earlier and completed tasks well before the deadline, whereas Group-B students procrastinated. In the fall, both groups tended to complete tasks at the last minute. Interviews revealed that Group-A students applied TSEM strategies when receiving instruction but tended to forget them once guidance was removed. However, some students continued using TSEM strategies independently, reflecting on the benefits they experienced when applying them in the spring semester. These findings suggest that other-regulated TSEM instruction can promote autonomous learning behavior. Furthermore, fostering a sense of accomplishment and perceived value of these strategies may encourage sustained use, supporting the transition to self-regulated strategy use.

This article reports on a short-term longitudinal study exploring self-reported and behavioural procrastination of 298 German university students taking a 15-week statistics course. More specifically, associations between the Dark Triad traits and two self-report procrastination measures and one behavioural procrastination task (i.e., a comparison between actual and planned study time) were examined. Both psychopathy and narcissism were correlated with self-report and behavioural procrastination, but Machiavellianism was unrelated to either type of procrastination. Self-report and behavioural measures of procrastination were only weakly related. Our results suggest that behavioural and self-report measures of procrastination capture different aspects and processes of procrastination.

This exploratory pilot study investigates the potential relationship between ChatGPT usage and academic procrastination among EFL Master students. As AI tools become increasingly prevalent in educational settings, understanding their impact on student learning behaviours becomes crucial for digital pedagogy. Through a survey of 95 Master students at Ibn Khaldoun University of Tiaret, Algeria, this investigation examines students' selfreported ChatGPT usage patterns, procrastination levels, and perceptions of AI tools' influence on their academic habits. The exploratory approach reveals that while students recognize ChatGPT's utility for academic tasks, they also acknowledge its potential to facilitate procrastination behaviours. Findings suggest that moderate ChatGPT users demonstrate awareness of both benefits and risks associated with AI tool reliance. This preliminary investigation contributes to emerging discussions in digital education by providing initial insights into the complex relationship between AI assistance and self-regulated learning. The study offers a foundation for future research examining how educational institutions might develop frameworks for responsible AI integration while supporting student autonomy and critical thinking development.

This study aimed to describe academic procrastination and self-regulated learning in middle school students in Coastal Area and also to determine relationship between self-regulated learning and academic procrastination among middle school student in coastal area. The subjects of this research consisted of 194 students from two private schools in coastal area, the Bulak sub-district, Surabaya, Indonesia. Research data analysis was done using the descriptive statistic method and product moment correlation technique using the SPSS 16.0 for windows program. Result of descriptive statistic analysis showed that most private middle school students in the coastal area had moderate academic procrastination level. The other result said that half of the students in the coastal area had high self-regulated learning level and the other half had moderate self-regulated learning level. Result of product moment correlation analysis showed that there was a significant negative correlation between s...

This mixed-methods explanatory sequential research investigated the Pedagogical Content Knowledge (PCK) cognitions and practices of Filipino high school teachers of Mandarin. The PCK framework highlights the crucial interplay between pedagogical and content knowledge, aiding educators in selecting the most suitable teaching techniques to effectively present the subject matter. This study combined both quantitative and qualitative data from self-assessment reports, semi-structured interviews, and classroom observations, providing a clear picture of the participants' PCK. Using descriptive statistics and thematic analysis, this study fully captured the participants' PCK. The qualitative data revealed that the participants' confidence level on their pedagogical content knowledge was considered high. While the qualitative data uncovered the participants' eighteen PCK practices, and their cognitions on the significance of using appropriate techniques to maintain motivation, achieve lesson's objectives, cater students' needs, and bridge challenges in teaching Chinese Mandarin. Lastly, anchored from the findings, this study provided recommendations such as deepening the participants' understanding of the PCK framework and strengthening each professional knowledge, contributing to improving the participants' capability to effectively teach Mandarin.

This study aims to explore the role of academic advisors in Saudi cultural missions in enhancing the quality of university education for scholarship students in light of digital transformation. The study adopted the descriptive analytical approach and developed a questionnaire comprising three dimensions: academic advisor duties, challenges faced, and the extent of digital technology utilization in academic advising. The instrument was administered to a purposive sample of 45 academic advisors working in three cultural missions (United States, United Kingdom, and Australia). Results revealed that academic advisors perform their duties at a high level, while facing organizational and technical challenges, most notably limited authority and administrative overload. The study also showed a relatively high level of digital tool adoption in academic monitoring. Based on the findings, a proposed framework was developed to activate the role of academic advisors, built upon four pillars: institutional empowerment, digital transformation, professional support, and performance indicators .

The integration of modern technologies into foreign language teaching has transformed the landscape of education, offering new ways to engage students and enhance the teaching-learning process. This research explores the impact of technology on foreign language teaching, specifically focusing on the use of digital tools, platforms, and methods in lesson study and classroom instruction. The study analyzes how technologies such as learning management systems (LMS), digital applications, mobile apps, artificial intelligence (AI), and online collaborative tools contribute to language acquisition, teacher professional development, and the overall classroom experience. Through a detailed review of the literature, case studies, and empirical research, the paper discusses the advantages and challenges of adopting modern technological tools in the language classroom. The research also emphasizes the significance of lesson study, a collaborative approach where teachers design, observe, and reflect on lessons, in improving teaching strategies and student outcomes. This paper provides insights into how educators can effectively use technology within lesson study frameworks to create dynamic and interactive language learning environments. Furthermore, the study highlights best practices for teachers, including selecting appropriate tools, fostering a student-centered learning environment, and ensuring digital literacy among both educators and learners. In conclusion, the paper argues that the integration of modern technologies in foreign language teaching can significantly enhance language acquisition, foster critical thinking skills, and better prepare students for global communication in a digitally connected world.

The integration of modern technologies into foreign language teaching has transformed the landscape of education, offering new ways to engage students and enhance the teaching-learning process. This research explores the impact of technology on foreign language teaching, specifically focusing on the use of digital tools, platforms, and methods in lesson study and classroom instruction. The study analyzes how technologies such as learning management systems (LMS), digital applications, mobile apps, artificial intelligence (AI), and online collaborative tools contribute to language acquisition, teacher professional development, and the overall classroom experience. Through a detailed review of the literature, case studies, and empirical research, the paper discusses the advantages and challenges of adopting modern technological tools in the language classroom. The research also emphasizes the significance of lesson study, a collaborative approach where teachers design, observe, and reflect on lessons, in improving teaching strategies and student outcomes. This paper provides insights into how educators can effectively use technology within lesson study frameworks to create dynamic and interactive language learning environments. Furthermore, the study highlights best practices for teachers, including selecting appropriate tools, fostering a student-centered learning environment, and ensuring digital literacy among both educators and learners. In conclusion, the paper argues that the integration of modern technologies in foreign language teaching can significantly enhance language acquisition, foster critical thinking skills, and better prepare students for global communication in a digitally connected world.

Students all around the globe face problems such as academic procrastination and peer pressure due to a lack of commitment, emotional stress, inappropriate time management, and lack of guidance. This research examines the impact of teachers’ attunement on academic procrastination and peer pressure among university students. A convenient sampling technique was used to collect the data. The objective of the study was to investigate the relationship between teacher attunement, academic procrastination, and peer pressure. This study also focuses on determining the impact of teacher’s attunement on academic procrastination and peer pressure. The sample consisted of students and teachers. The questionnaire used for the research included the Student-Teacher Relationship (STR), Perceived Peer Pressure Scale (PPPS), and the Tuckman Procrastination Scale (TPS). The analysis shows that academic procrastination and peer pressure are negatively significant to teacher’s attunement. Teacher’s attu...

is study investigates academic procrastination among Generation Z students during their thesis writing process. e research aimed to ascertain students' declared stress levels, their subjective assessment of procrastination's impact, and whether they maintained regular contact with their supervisors or independently chose their thesis topic. A diagnostic survey, using a questionnaire, was administered to 212 graduate students. e findings indicate that students who reported postponing their thesis writing were more likely to rate their stress level as high and perceived the impact of procrastination as negative. e severity of procrastination was more pronounced among those with sporadic or no contact with a supervisor. Conversely, students who self--selected their topic were less likely to report difficulty concentrating and declared lower levels of procrastination.

La investigación contempló como objetivo el determinar la relación de la Inteligencia emocional con las estrategias de aprendizaje de los estudiantes de Educación de primaria e inicial de una universidad pública de Lima, 2021. En la obtención de los objetivos planteados se hizo uso de procedimientos en la metodología que son designados para el enfoque de tipo cuantitativo, siendo una investigación no experimental y con un diseño correlacional. Con una muestra total de 250 estudiantes de alumnos de todos los años. Los datos se recabaron con el uso de los instrumentos que miden el coeficiente de Inteligencia emocional, así como la evaluación de las estrategias de aprendizaje en nivel universitario. Con respecto al procesamiento de los datos, así como su análisis y posterior interpretación se realizaron con el uso de la estadística y sus técnicas, brindando las estimaciones desde los niveles descriptivos e inferenciales. Se obtuvo como resultado un valor de -0.038 en el coeficiente de correlación de Rho de Spearman, mostrando una correlación negativa baja, solo dos dimensiones de una de las variables muestran una relación positiva.

Este es un artículo en Acceso Abierto distribuido según los términos de la Licencia Creative Commons Atribución-No Comercial 4.0 que permite el uso, distribución y reproducción no comerciales y sin restricciones en cualquier medio, siempre que sea debidamente citada la fuente primaria de publicación. Validity and reliability of a depression, anxiety and stress scale in Cuban dental students during the COVID-19 Validez y confiablidad de una escala para medir depresión, ansiedad y estrés aplicada a estudiantes de estomatología cubanos durante la COVID-19

La procrastinación afecta a los estudiantes de diferentes carreras e impacta a nivel académico. Objetivo: Determinar los factores asociados a la procrastinación en estudiantes universitarios de diez países de Latinoamérica. Métodos: Se realizó una investigación analítica, transversal y multicéntrica en 16 universidades de Latinoamérica con los estudiantes matriculados en el primer semestre académico de 2017. El valor Alpha de Cronbach resultó 0,78. Se sumaron las respuestas, los estudiantes dentro del tercil inferior de esta suma se consideraron procrastinadores y se compararon con los otros dos terciles. Se encontraron estadísticos de asociación con los modelos lineales generalizados, ajustados por la universidad de procedencia.

Bajo licencia Creative Commons Artículo de investigación Factores asociados a la procrastinación académica en estudiantes de Estomatología de siete universidades cubanas Factors associated to academic procrastination in dental students from seven Cuban universities

Los estudiantes universitarios de la carrera de medicina son una población expuesta a una alta carga académica, alta exigencia, gran demanda de tiempo y existen factores que pueden afectar la eficacia del desempeño académico, tales como el estrés y la procrastinación. Objetivo: Evaluar la asociación entre estrés y procrastinación en una muestra piloto de estudiantes de medicina en una universidad de Lima-Perú. Material y métodos: Se realizó un estudio analítico transversal, en donde se reclutó a estudiantes de medicina del curso Metodología de la Investigación en una universidad de la capital peruana. En ellos se midió el estrés y la procrastinación, ambos con test validados previamente, luego se relacionó estas Esta obra está bajo una licencia m ons.org/licenses/b y -nc/4.0/deed.es_E S variables y se las ajustó por su sexo y edad. Para la estadística analítica se utilizó los modelos lineales generalizados y se consideró a los valores p ≤ 0,05 como estadísticamente significativos. Resultados: Al realizar el análisis multivariado se encontró que hubo relación entre la procrastinación y el género masculino de los encuestados (p = 0,001), la edad (p = 0,035) y el estrés (p = 0,022). Conclusiones: La procrastinación mantiene en la muestra estudiada una importante asociación con el estrés que tienen los estudiantes, así como, con su género y edad.

تهدف هذه الدراسة إلى استكشاف دور النماذج اللغوية الكبيرة (LLMs) في استرجاع المعلومات داخل البيئة الرقمية، من خلال تحليل نظري لمفاهيمها وآليات عملها، ومقارنتها بالأساليب التقليدية، واستجلاء أبرز التحديات والتطبيقات المعاصرة. كشفت النتائج أن النماذج اللغوية الكبيرة تمثل نقلة نوعية في التعامل مع اللغة الطبيعية بفضل قدرتها على فهم السياق وتوليد استجابات دقيقة. كما أظهرت الدراسة تفوقها في دعم أنظمة الاسترجاع من خلال تكاملها مع تقنيات معرفية مثل الاسترجاع المعزز بالتوليد (RAG) والرسوم البيانية المعرفية (KGs)، مما يعزز موثوقية النتائج وفعاليتها في المجالات المتخصصة. وعلى الرغم من هذه الإمكانات، بيّنت الدراسة وجود تحديات تقنية ومنهجية مثل الهلوسة المعلوماتية وصعوبة التفسير. وأكدت أن النماذج اللغوية الكبيرة لا تُغني عن النماذج التقليدية، بل تكملها بحسب طبيعة المهمة وسلوك المستخدم. توصي الدراسة بتطوير نماذج هجينة، وتحسين تقنيات الوسائط المتعددة، وتوسيع نطاق التقييم الواقعي، خاصة في البيئات اللغوية محدودة الموارد. وتخلص إلى أن التكامل بين النماذج اللغوية الكبيرة والبنى المعرفية يمثل مسارًا واعدًا لتطوير نظم استرجاع معلومات أكثر دقة وعدالة وذكاء.

Cilj rada je utvrđivanje strukture i mjernih karakteristika Upitnika samoefikasnosti za inkluzivnu praksu. Konstruirani instrument, namijenjen mjerenju učiteljske samoefikasnosti za inkluzivnu praksu primijenjen je na populaciji od 177 učitelja osnovnih škola u Istarskoj županiji. Sukladno postavljenom cilju, dobiveni podaci obrađeni su programom za faktorsku analizu. Mjerne značajke Upitnika samoefikasnosti za inkluzivnu praksu određene pod različitim modelima mjerenja pokazale su se veoma dobrima, a pouzdanost izračunata na temelju nekoliko poznatih modela veća je od ,80. Faktorskom analizom definirani su faktori koji odražavaju pokazatelje učiteljske samoefikasnosti za inkluzivnu praksu kroz učiteljske samoprocjene za kreiranjem uključive školske klime, upravljanje ponašanjem u učionici, suradnju unutar i izvan škole usmjerenu na podršku učenicima s teškoćama te poučavanje usmjereno na učenika. To znači da se latentna struktura učiteljske samoefikasnosti za inkluzivnu praksu može prepoznati. Ključne riječi: Upitnik samoefikasnosti za inkluzivnu praksu; faktorska analiza; mjerne karakteristike; inkluzivna praksa; učenici s teškoćama Od samih začetaka inkluzivnog obrazovanja i kao globalnog trenda ali i kao puta kojim kreću nacionalni sustavi obrazovanja brojnih exceeding .80 across several measurement models. Factor analysis identified components reflecting indicators of teacher self-efficacy for inclusive practice, as expressed through teachers' self-assessments in areas such as creating an inclusive school climate, managing classroom behaviour, collaborating within and outside the school to support students with difficulties, and student-centered teaching. This indicates that the latent structure of teacher self-efficacy for inclusive practice can be identified.

This study explored internet addiction and peer influence as predictors of academic
procrastination among undergraduate Education students in a federal university in Anambra
State. The research adopted a quantitative research (descriptive-correlational) design. The
population comprised all the students of Nnamdi Azikiwe University, Awka for the 2023/2024
Academic Session. The sample size of 640 was drawn using convenient sampling. The Internet Addiction Questionnaire (IAQ), Peer Influence Questionnaire (PIQ) and Academic Procrastination Questionnaire (APQ) were used for data collection. Experts in the Department of Educational Foundations, Nnamdi Azikiwe University, Awka validated the instruments. The reliability coefficient was obtained using Cronbach Alpha which yielded a reliability index of 0.76, 0.79 and 0.90 for IAQ, PIQ and APQ, respectively. Data were analyzed using both descriptive and inferential statistics. Descriptive statistics were used to answer research questions one to three while inferential statistics, that is, the simple correlation analysis was used to answer research questions four to six while Simple Regression Analysis was used to test the hypotheses. The findings indicated that internet addiction and peer influence positively predicted academic procrastination separately and jointly, among university students. Based on the findings of the study, it was recommended among others, that students should invest their time wisely and concentrate on their academics, rather than spend much time on internet platforms for other purposes.

La autorregulación del aprendizaje comprende un proceso de orden multifactorial en el que los estudiantes alcanzan metas educativas específicas. Este trabajo tiene por objetivo determinar la equivalencia de medida transnacional del Inventario de Procesos de Autorregulación del Aprendizaje en universitarios de América del Sur. Es un estudio descriptivo, cuantitativo, psicométrico y transversal, que contó con 762 estudiantes de universidades públicas de Ecuador (n = 370), Perú (n = 202) y Venezuela (n = 190), seleccionados por medio de un muestreo de tipo no probabilístico intencional. El análisis factorial del inventario confirmó una estructura factorial jerárquica con tres factores de primer orden y uno general de segundo orden. Cabe indicar que el inventario es invariante basado en el país de origen de los participantes, además, converge con una medida de autoeficacia académica y adecuada consistencia interna entre sus ítems. Adicionalmente, se posiciona como un instrumento válido y confiable para la evaluación y medición de los procesos de autorregulación académica para muestras en estudiantes universitarios de los países participantes.

El presente estudio tiene el objetivo de conocer las dificultades enfrentadas, las maneras de afrontarlas y los aprendizajes adquiridos durante la pandemia por COVID-19, para lo cual se aplicó una encuesta con tres preguntas abiertas, recabada a conveniencia vía online en 387 adultos mexicanos que enfrentaban la pandemia durante mayo de 2020. Se realizó un análisis temático por categorías de las respuestas y se encontró que las dificultades derivaron de los riesgos a la salud, economía, productividad y restricciones que la contingencia implicaba. Las estrategias de afrontamiento usadas fueron de tipo conductual, dirigidas hacia la resolución del problema y en menor medida de tipo cognitivo/emocional.  Los aprendizajes obtenidos implicaron el desarrollo de habilidades y reflexiones diversas. Los resultados analizados desde la Psicología Positiva suman evidencia al estudio de las cualidades y emociones positivas para contribuir a potencializar la salud y al concepto de crisis como posibilidad de crecimiento.

Di era globalisasi ini para siswa khususnya siswa SMP seringkali menunda tugas
akademik dan lebih memilih untuk mencari kesenangan yang lain seperti bermain
smartphone, sehingga tak jarang motivasi belajarpun ikut menurun. Penelitian ini
bertujuan untuk mengetahui hubungan antara prokrastinasi akademik, motivasi belajar
dan kecanduan smartphone pada siswa SMP di kota Padang. Subjek dalam penelitian
ini adalah siswa SMP di kota Padang yang menggunakan smartphone sebanyak 124
siswa. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan accidental
sampling sebagai teknik pengambilan sampel. Skala yang di gunakan berupa skala yang
mengacu pada model skala likert yang menggunakan lima alternatif pilihan jawaban.
Teknik analisa data dalam penelitian ini adalah multiple correlation dengan bantuan
software statistik SPSS 29 For Windows yang di peroleh hasil r = -0.779 sehingga dapat
di simpulkan bahwa terdapat hubungan yang signifikan ke arah negatif antara
prokrastinasi akademik dan motivasi belajar, r = 0.676 sehingga dapat di simpulkan
bahwa terdapat hubungan yang signifikan ke arah positif antara prokrastinasi akademik
dan kecanduan smartphone, r = - 0.479 sehingga dapat di simpulkan bahwa terdapat
hubungan yang signifikan ke arah positif pada siswa SMP di Kota Padang.

"Procrastination is an emotion regulation problem, not a time management problem," said Dr. Tim Pychyl, professor of psychology and member of the Procrastination Research Group at Carleton University in Ottawa. Procrastination is more of an emotional management issue than a problem with time management. You will allow yourself the breathing room you need to get back on track, start meeting deadlines, and stop punishing yourself for procrastinating when you distinguish procrastination from a perceived incapacity to accomplish a task. A 2015 study found that students' grades decreased the longer it took them to complete an assignment, with late submissions costing them an average of five percentage points, or half a grade. The majority of students have been struggling with time management. This can lead to a variety of dangers and negative effects, including worse academic performance, worse financial status, increased interpersonal relationship issues, reduced well-being, and worse mental and physical health. According to Oxford Learning (2017), procrastination frequently has nothing to do with being lazy or careless. Many times, underlying problems cause students to develop a procrastination issue. Students who frequently put off finishing their homework until the last minute or who study until the night before a test incur costs. Procrastination is a common sign of self-control problems in people. Even though everyone puts things off occasionally, nobody intentionally delays things. While many people periodically put things off, procrastinators habitually avoid difficult tasks and may purposely search for diversions. As with overachievers, procrastinators can find it easier psychologically to put off completing a task entirely rather than take the chance of completing it properly. They could put their futures in danger in an effort to appease no one because they are so afraid of what people will think of them. Although procrastination is an easy habit to form, the consequences can be severe. Students need to understand how to cope with the problem of procrastination since it may cause a lot of problems as they age. This research will cover the impact of procrastination among the Grade 12 HUMSS students of the Mangaldan National High School during their regular classes. This research wants to comprehend how the targeted respondents handled their procrastination and what its effects were on their school performances. This study focuses on the impact of procrastination among Grade 12 students under Humanities and Social Sciences at Mangaldan National High School during regular classes. Specifically, it seeks to answer these following questions: 1. What specific practices do they perform while studying? 2. How long does it take them to finish doing an assignment or an activity? 3. How can these habits of studying helps them to focus in their study? 4. What are the achievements they have obtained in the academic curriculum? Findings of this study would benefit the following areas: • For the Students. This study will serve as a guide to identify the negative effects of procrastination and how to be able to solve the issue.

This study aimed at investigating the level of academic procrastination, fear of failure, and academic boredom. And whether of these differed according to students' specialization in addition to investigate profiles of academic procrastination, the two dimensions of academic boredom, and the three dimensions of fear of failure. The sample delimited to (291) undergraduate students from the third year at Qena faculty of education (mean= 21.6, SD= 1.63).

Learning is the obligation of every student. There are several academic and nonacademic assignments that students must do while studying at school. Academic tasks are tasks related to student academic activities and are formal. Non-academic tasks are tasks outside of academic activities that support academic activities and can develop students' potential, interests, talents, and hobbies, such as extracurricular tasks. Students in dealing with and completing these tasks have diverse attitudes. There are those who directly work on the task according to the time they have chosen. But there are also those who choose to postpone working on the reason that there is still tomorrow or time to finish it. Delaying the completion of tasks related to formal duties in the academic sphere is called academic procrastination. Someone who procrastinates is called procrastinator. Academic procrastination, has a psychological impact on students in the form of negative emotional disturbances for students, such as anxiety and stress. Negative emotions if left unchecked will be dangerous, disturbing, and can hamper student learning tasks at school. This paper will conceptually review the psychological effects of academic procrastination along with solutions to solutions in the psychology perspective of Islamic education.

Tertiary institution students are usually engaged with different academic tasks ranging from attending classes, writing term papers, carrying presentations, writing tests and examinations, embarking on field trips to writing their projects among other things. In carrying out all these academic tasks, it is needful that they do so timely and promptly in order to meet up with deadlines. However, some tertiary institution students sometimes either deliberately or not delay or avoid some of the tasks which they are duty bound to carry out; thereby resulting in academic procrastination. Thus, this work centered on understanding the dynamics of academic procrastination among tertiary institution students in Nigeria: The need for proper guidance of students. It basically explored in details the concept of academic procrastination, its types, prevalence, causes and consequences. Also discussed herein were the remedial measures which school administrators, lecturers, parents, general public etc can employ in order to guide students who engage in academic procrastination. Students who are victims of academic procrastination may also utilize the measures discussed herein in order to reduce or totally overcome the ugly phenomenon.

Procrastination is commonly perceived as a suboptimal behavior that reduces productivity in the job. Psychologists often view procrastination as a consistent and permanent personality characteristic (Gupta et al., 2012). Delaying or postponing tasks till the very last minute or after their due date is known as procrastination. According to some academics, procrastination is a type of self-regulation failure that is typified by illogical DR. GARIMA RAJAN & JAHNAVI MUKHIJA INSIGHTS

Background: Procrastination is a common phenomenon affecting many aspects of personal and academic life, especially among students. Objectives: This research aims to examine the mediating role of test anxiety in the relationship between procrastination and self-handicapping of students in a structural equation modeling approach. Methods: The present research was a cross-sectional study of descriptive-correlational type, performed in 2022 on 200 students. The census method was used for sample selection because of the limited sample size. Three standard questionnaires were used: Solomon and Rothblum Academic Procrastination, Sarason Anxiety Scale, and Johns and Rodwelt Self-Handicapping Scale. Structural equation modeling was used through AMOS 22 with a significance level of 0.05 for data analysis. Results: The findings indicated that procrastination had a positive and significant effect on test anxiety (β = 0.46, p < 0.001) and self-handicapping (β = 0.32, p < 0.001). Also, the impact of text anxiety on self-handicapping (β = 0.49, p < 0.001) was positive and significant. There was also an indirect effect of procrastination on the self-handicapping of students through text anxiety (0.22), which was obtained as positive and significant at 0.01 levels via the Bootstrap method. Conclusion: Procrastination causes increased self-handicapping of students and test anxiety, which promotes further self-handicapping.

The present study aims to examine the extent to which personal traits, attributional styles and perceptions of academic self-efficacy among university students explain their academic procrastination behaviors. The study used a relational survey model; the sample group consisted of 330 students enrolled in the Faculty of Education and the Faculty of Sciences and Letters in Gazi University and Kırıkkale University. Research data were obtained using the "Aitken Academic Procrastination Scale," "Adjective Based Personality Test," "Causal Dimension Scale," and "Academic Self-Efficacy Scale". Path analysis modeling was used to test the hypothesis models. The results of the study indicated that academic procrastination behaviors of students are predictable through personal traits, attributional styles regarding success or failure, and perceptions academic self-efficacy.