Academic procrastination: The role of stress, self-esteem, self-efficacy, age and gender on undergraduate students

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Quinn, Wendy
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BA (Hons) in Psychology
Dublin Business School
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The 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.