Academic Procrastination, Fear of Failure, and Their Associations With University Students Academic Performance
DOI:
https://doi.org/10.65327/es.v12i3.2544Keywords:
Academic Procrastination, Fear of Failure, Academic Performance, University Students, Educational PsychologyAbstract
Procrastination and fear of failure are two important psychological and behavioral issues that can affect university students performance. The target of this study was to examine single and dual effects of academic procrastination and fear of failure on academic achievement among higher education students in Indonesia. A cross-sectional, quantitative correlational research design was used, based on secondary psychometric data of 2,111 student observations and 29 variables were used. A multidimensional psychometric scale was used to measure academic procrastination, aversion to failing and academic achievement. Descriptive statistics, Cronbach's alpha reliability analysis, Pearson and Spearman's correlations and multiple linear regression were applied. The results indicated statistically significant, but small negative correlations between academic procrastination and academic achievement (r = −0.116, p < 0.001) and aversion to failing and academic performance (r = −0.120, p < 0.001). There was a moderate positive relationship between aversion to failing and academic procrastination (r = 0.450, p < 0.001). The multiple regression analysis revealed that both variables were negatively associated with each other, but they had a limited joint explanatory power (R² = 0.019). The results point to the significance of psychological and behavioral dimensions for academic achievement and the need for other explanatory factors to be considered. The study suggests the need for academic, emotional and self-management counseling support to enhance the support system and educational development for students at the university level.
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