Factors Predicting Academic Procrastination with Special Reference to Self-esteem, Self-efficacy, and Stress Among Undergraduates in the Western Province of Sri Lanka

Abstract

All universities enroll new students each year, however, not every enrolled student graduates from the University before completing the degree program. Academic procrastination is identified as one of the major reasons affecting academic performance and several factors such as stress, self-esteem, and self-efficacy may contribute to an individual engaging in procrastination. This study aimed to evaluate the factors associated with academic procrastination. A descriptive cross-sectional study was conducted among conveniently selected 150 undergraduates (Using the Daniel and Cross formula). A pretested self-administered questionnaire was shared as a Google form link with the ethical approval obtained from the Ethics Review Committee of Kaatsu International University. The data were collected using validated scales such as the Rosenberg self-esteem scale, the Generalized Self-efficacy Scale, the Depression Anxiety Stress Scale, and the Academic Procrastination Scale. Most of the participants were females (n=93, 62%), and they were 18-24 years old. The results showed that self-efficacy and self-esteem are a positive significant predictor of academic procrastination (β=.280, P<0.001) and (β=.187, P<0.001) respectively, stress is a negative significant predictor (β=-.370, P<0.001) of Academic procrastination. The results highlighted that self-esteem, self-efficacy, and stress are predictors of academic procrastination. The study findings have a theoretical and practical contribution to academic institutions and policymakers for improving academic success.