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dc.contributor.advisorHyland, Paulineen
dc.contributor.authorQuinn, Wendy
dc.date.accessioned2019-08-23T16:40:09Z
dc.date.available2019-08-23T16:40:09Z
dc.date.issued2019
dc.identifier.citationQuinn, W. (2019). Academic procrastination: The role of stress, self-esteem, self-efficacy, age and gender on undergraduate students. Bachelors Final Year Project, Dublin Business School.en
dc.identifier.urihttps://esource.dbs.ie/handle/10788/3874
dc.description.abstractThe purpose of this quantitative mixed design study was to examine academic procrastination and the role of stress, self-efficacy, self-esteem, age, gender and hours worked. The convenience sample of full- and part-time undergraduate students (n=129) selected from different courses, both males (n=59) and females (n=70) aged 18-41+, completed a self-report questionnaire comprising of The General Procrastination Scale (Lay. C, 1986); The Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983); General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) and Rosenberg Self-Esteem Scale (Rosenberg, 1965). Analyses revealed stress was positively related and self-efficacy negatively related to procrastination. No relationship between self-esteem and procrastination was found. There was a difference between self-esteem across age groups, specifically among the age group 33-41. Findings showed no differences between procrastination, gender and hours worked, or between stress among full- and part-time students. Implications of the current study were discussed along with suggestions for future remediation of procrastination.en
dc.language.isoenen
dc.publisherDublin Business Schoolen
dc.rightsItems in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.en
dc.rights.urihttp://esource.dbs.ie/copyrighten
dc.subjectProcrastinationen
dc.subjectStressen
dc.subjectUndergraduatesen
dc.titleAcademic procrastination: The role of stress, self-esteem, self-efficacy, age and gender on undergraduate studentsen
dc.typeFinal Year Projecten
dc.rights.holderCopyright: The authoren
dc.type.degreenameBA (Hons) in Psychologyen
dc.type.degreelevelBA


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