Conclusions on academic procrastination among physical education

Trice and Milton 16 concluded that the procrastinators have a more external control source than non-procrastinators. Compared with normal students, they have lower ability to resist the social temptations, especially when the academic prize is rather far-off.

Procrastinators actually fail in accomplishing self-regulation. For instance, we might postpone preparation for an exam since the prizes such as promoting to higher rank or avoiding a lower place in class lies far away from us. Actually, they provide thus external attributions for their failure, such as the place of study or a noisy class.

Given the statistical population distribution model, the stratified proportional sampling method was selected. Based on proportion of the students in each department, students from English and 89 from French Department were sampled women and 55 men with an age Conclusions on academic procrastination among physical education of 18 to Rothblum, Solomon and Murakami 15however, demonstrated that procrastinators attribute passing the exams to external factors more that the other students.

They, then, go to answer the questions on that reason. As a rule, individuals attribute their success to internal willingness to shoulder the responsibility; but in case of failure, they blame external factors such as the difficulty level of the task.

Given the very high prevalence of procrastination among university students 56 and the role of causal attributions in sentimental and emotional consequences 11 and regarding the inconsistent results of studies on the relations between causal explanations and procrastination 78121315 - 18the present study has this question as its main problem focus: In addition, through the strategy of presenting themselves to other individuals-i.

For example, according to the experimental data, there is no diversity between procrastinators and normal individuals in terms of taking decision to find a job, to do academic assignments, and how many times they decide to study 9.

Control attribution refers to the fact that to what extent individuals hold back the important consequences of their existence. Thus, one sees is a negative significant relationship between procrastination and causal description of control source, and a positive one between procrastination and causal explanation of the failure reasons.

Their results suggested that devising a practical plan for intentions such as time, place and the procedure correlates negatively with procrastination. The studies tend to demonstrate procrastination as a behavioral problem among school and university students.

In this case, they create hinders for themselves that thwart their success. According to Tablet of Morgan and Krijcie 20students were selected as study sample.

The results of Dweiite and Schouwenburg 7Ferrari, Parker and Ware 13and Steel, Brothen and Wambach 14 showed that there was no relation between control source and procrastination. Each item offered four options ranging from Rare 1 point to Almost always 4 points. These students select the assignments that include more hinders that prevent their accomplishment or create situations that offer no way to success.

The results showed that there was a meaningful and negative relation between the locus of control and controllability in success context and academic procrastination. To consider ethical issues and increase the response rate, the students were asked to take part in the study anonymously.

Originally designed by Solomon and Rothblum 3 to analyze the academic procrastination in three areas of assignment preparation, preparation for exam and preparation of semester report, the scale consists of 21 items.

This article has been cited by other articles in PMC. In internal causal explanation, the individuals correlate the events and consequences of the behavior with the ability, while in external causal explanation they relate it with external situations, luck or coincidence.Educational Psychology, Special Education, and Communication Disorders Dissertations Department of Educational Psychology, Special Education, and Communication Disorders the frequency of academic procrastination among undergraduate college and high school students for the specific academic tasks of studying for exams, completing reading.

5. Conclusions The need for developing students’ self-efficacy in school is essential for improving Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation.

Educational Research and Reviews Vol. 6(5), pp. The purpose of this research is to identify the academic procrastination among Physical and Health education students at Faculty of Education.

Ford, Jourdan, "Procrastination and the College Student: An Analysis on Contributing Factors and Academic Consequences" (). Education Undergraduate Research.

Conclusions and Recommendations for Future Research Academic Procrastination and Self-Efficacy among Sample of King Saud University Students. Journal of Education and Practice, 5(16), Procrastination among undergraduate students: Effects of emotional.

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to undergraduate students in this correlational research.

Students' academic procrastination is explained through frequencies and percentages and a correlation is .

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Conclusions on academic procrastination among physical education
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