The Relationship between Academic Procrastination and Self-motivational Beliefs of Bogor Agricultural University Undergraduate Students

• Main Authors: DEWI TITI MULYANI, 慕黛瑋
• Other Authors: Shu-ling Lin
• Format: Others
• Online Access: http://ndltd.ncl.edu.tw/handle/41866101937319431596

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 100 === The purpose of this study was to explore the relationship between self-motivational beliefs, academic self-regulation, and academic procrastination. This research adopted survey and investigated 341 undergraduate students who enrolled in a second and third-year at Bogor Agricultural University. Measures included the self-report Tuckman Procrastination Scales (TPS), The Survey of Academic Self-Regulation (SASR)'s Dugan and Andrade, The Self-efficacy for Self-regulated Learning Scale's Zimmerman, Bandura, and Martinez-Pons, and Study Interest Questionnaire (SIQ)' Schiefele et.al. Frequency counts, percentages, mean scores, t-test, one way ANOVA, and path analysis were conducted to analyze the data. Finding revealed: (1) academic procrastination was statistically negatively significant level related to academic self-regulation, regulation self-efficacy and interest, (2) there was academic procrastination difference in according to students' faculty attended and gender, (3) the ability to control their thought, behavior and action in their learning processes was most related to regulation self-efficacy, and (4) self-reported students' regulation self-efficacy and academic self-regulation were statistically significant to predict students' tendency to procrastinate, and regulation self-efficacy was founded as the stronger factor that predicted academic procrastination, (5) this study was not statistically significant level to obtain mediation effect of self-regulation to self-motivational beliefs and academic procrastination.