Effects of Academic Procrastination and Learning Styles on Academic Achievement of Secondary School Students
Keywords:
Academic achievement, Academic procrastination, Learning styles
Abstract
This research was carried out in district Haripur KPK at the secondary level to investigate the effect of academic procrastination and learning styles on students' academic achievements. For this study, a descriptive survey research design was used. Five hundred students of grade 10 were selected from secondary schools of district Haripur through a Stratified random sampling technique from the population. Two self-developed questionnaires were used on the Likert scale to collect data. The major results showed that academic procrastination significantly negatively impacts academic achievements. The results revealed that the kinesthetic learning style is the most frequently practiced learning style by the students at the secondary level. The analysis of the overall effect of all learning styles showed that all learning styles have a significantly positive effect on the academic achievements of secondary school students. The teachers are needed to educate students about the harmful effect of academic procrastination. They must be aware of individual differences among students and various learning styles that suit different students. They are needed to plan lessons accordingly.
References
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Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94 https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 5(11), 36-46. https://doi.org/10.1111/ap.12173
Visser, L., Korthagen, F. A., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students' views on factors influencing their learning. Frontiers in Psychology, 9, 808. https:// doi.org/10.3389/fpsyg.2018.00808
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). A longitudinal examination of procrastination and anxiety, and their relation to selfefficacy for self-regulated learning: latent growth curve modeling. Educational Sciences: Theory and Practice, 16(1), 5-22.
Yoon, S. Y., Choi, Y. J., & Oh, H. (2015). User attributes in processing 3D VR-enabled showroom: Gender, visual cognitive styles, and the sense of presence. International Journal Human-Computer Studies, 82, 1-10. 547-558. https://doi.org/10.1016/j.ijhcs.2015.04.002
Balkis, M. (2013). Academic procrastination, academic life satisfaction, and academic achievement: The mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13(1).
Bennett, C., & Bacon, A. M. (2019). At long last-a reinforcement sensitivity theory explanation of procrastination. Journal of Individual Differences, 2(3), 212-220. https://doi.org/10.1027/1614-0001/a000296
Chernyshenko, O. S., Kankaras, M., & Drasgow, F. (2018). Social and emotional skills for student success and wellbeing: Conceptual framework for the OECD study on social and emotional skill (OECD Education working papers). Paris, France: OECD Publishing.
Dalmolin, A., Mackeivicz, G., Pochapski, M., Pilatti, G., & Santos, F. (2018). Learning styles preferences and e-learning experience of undergraduate dental students. Revista de Odontologia da UNESP, 47(3), 175-182. https://doi.org/10.1590/1807-2577.05118
Desire, H. (2019). VARK learning styles. Science and education. https://bit.ly/36V6Oex
Fatemeh, V., & Camellia, T. (2018). The effect of teaching based on dominant learning style on nursing students' academic achievement. Nurse Education in Practice, 28, 103-108. https://doi.org/10.1016/j.nepr.2017.10.013
Goroshit, M. (2018). Academic procrastination and academic performance: An initial basis for intervention. Journal of Prevention & Intervention in the Community, 46(2), 131-142. https://doi.org/10.1080/10852352.2016.1198157
Gustavson, D. E., & Miyake, A. (2017). Academic procrastination and goal accomplishment: A combined experimental and individual differences investigation. Learning and Individual Differences, 54, 160-172. https://doi.org/10.1016/j.lindif.2017.01.010
He, S. (2017). A multivariate investigation into academic procrastination of university students. Open Journal of Social Sciences, 5(10), 12. https://doi.org/10.4236/jss.2017.510002
Husmann, P. R., & O'Loughlin, V. D. (2018). Another nail in the coffin for learning styles? There were disparities among undergraduate anatomy students' study strategies, class performance, and reported VARK learning techniques. Anatomical Sciences Education, 12(1), 6-19. https://doi.org/10.1002/ase.1777
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. https://doi.org/10.1016/j.paid.2015.02.038
Klassen, R. M., Tze, V. M., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Sign of progress fulfillment process? Educational Psychology Review, 23(1), 21-43. https://doi.org/10.1007/s10648-010-9141-8
Magulod Jr, G.C. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2):184-198. https://doi.org/10.3926/jotse.504
Martin, Frydenberg, E., A. J., & Collie, R. J. (2017). Social & emotional learning in the Australian context. Melbourne, Australia: Springer social sciences. https://doi.org/10.1007/978-981-10-3394-0_7
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodates verbalizer-visualizer cognitive style? Learning and Individual Differences, 16, 321-335. https://doi.org/10.1016/j.lindif.2006.10.001
Mayer, R. E. (2002). Multimedia learning. In B. H. Ross (Ed.), Psychology of learning and motivation. San Diego, CA: Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6
McCabe, J. A. (2018). What learning strategies do academic support centers recommend to undergraduates? Journal of Applied Research in Memory and Cognition, 7, 143-153. https://doi.org/10.1016/j.jarmac.2017.10.002
Newton, P. M., & Miah, M. (2017). Evidence-based higher education: Is the learning styles myth important? Frontiers in Psychology, 8, 444. https://doi.org/10.3389/fpsyg.2017.00444
Nja, C. O., & Obi, J. J. (2019). Effect of improvised instructional materials on academic achievement of SS1 chemistry students in Cross River State Nigeria. International Journal of Applied Research Journal of Applied Research, 5(7), 444-448.
Shi, X., Wang, S., Liu, S., Zhang, T., Chen, S., & Cai, Y. (2019). Are procrastinators psychologically healthy? Association between psychosocial problems and procrastination among college students in Shanghai, China: A syndemic approach. Psychology, Health & Medicine, 24(5), 570-577. https://doi.org/10.1080/13548506.2018.1546017
Slavin, R. E. (2010). Co-operative learning: What makes group-work work. The nature of learning: Using research to inspire practice, 161-178. https://doi.org/10.1787/9789264086487-9-en
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94 https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 5(11), 36-46. https://doi.org/10.1111/ap.12173
Visser, L., Korthagen, F. A., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students' views on factors influencing their learning. Frontiers in Psychology, 9, 808. https:// doi.org/10.3389/fpsyg.2018.00808
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). A longitudinal examination of procrastination and anxiety, and their relation to selfefficacy for self-regulated learning: latent growth curve modeling. Educational Sciences: Theory and Practice, 16(1), 5-22.
Yoon, S. Y., Choi, Y. J., & Oh, H. (2015). User attributes in processing 3D VR-enabled showroom: Gender, visual cognitive styles, and the sense of presence. International Journal Human-Computer Studies, 82, 1-10. 547-558. https://doi.org/10.1016/j.ijhcs.2015.04.002
Published
2021-12-22
How to Cite
Sadia Tabassum, Dr. Syed Afzal Shah, & Fazal-Ur-Rehman. (2021). Effects of Academic Procrastination and Learning Styles on Academic Achievement of Secondary School Students. Journal of Management Practices, Humanities and Social Sciences, 5(6), 19-26. https://doi.org/10.33152/jmphss-5.6.3
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