The Influence of Personality Types on Academic Procrastination Among Undergraduate Students

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1841051

Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante

{"title":"The Influence of Personality Types on Academic Procrastination Among Undergraduate Students","authors":"Godwin Ocansey, C. Addo, H. Onyeaka, J. Andoh-Arthur, K. Oppong Asante","doi":"10.1080/21683603.2020.1841051","DOIUrl":null,"url":null,"abstract":"ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"360 - 367"},"PeriodicalIF":1.8000,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1841051","citationCount":"8","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1841051","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 8

Abstract

ABSTRACT Procrastination on academic tasks is a common problem affecting learning and achievement of university students globally. In Western and developed countries, personality types have been implicated in academic procrastination, but such evidence has not been adduced within the Ghanaian context. This study was therefore conducted to explore the possible role of personality types on academic procrastination among undergraduate students. Two hundred (200) students (Mean age = 20.78 years; SD = 2.27) conveniently sampled completed the Academic Procrastination Scale and the Big Five Personality Inventory. Correlational analysis showed that academic procrastination was negatively associated with openness, conscientiousness, extraversion, and agreeableness but positively related to neuroticism. Further standard multiple regression analysis showed only two dimensions of the personality traits: Neuroticism and openness made significant prediction of academic procrastination. Neuroticism made the strongest unique predictor of academic procrastination (β = 0.23; t = 2.74; p < .01) followed by openness (β = – 0.20; t = −2.18; p < .05). The current study provides important information needed for the development of intervention programs that will help reduce academic procrastination among students, with specific emphasis on implicated personality traits.

查看原文本刊更多论文

人格类型对大学生学业拖延的影响

学业拖延是影响全球大学生学习和成绩的一个常见问题。在西方和发达国家，人格类型与学业拖延有关，但这些证据并没有在加纳的背景下提出。因此，本研究旨在探讨人格类型对大学生学业拖延的可能作用。200名学生（平均年龄为20.78岁；标准差为2.27）方便地完成了学业拖延量表和五大人格量表。相关分析表明，学业拖延与开放性、责任感、外向性和宜人性呈负相关，与神经质呈正相关。进一步的标准多元回归分析显示，只有两个维度的人格特征：神经质和开放性对学业拖延有显著的预测作用。神经质是学业拖延症的最强独特预测因素（β=0.23；t=2.74；p<0.01），其次是开放性（β=-0.20；t=-2.18；p<0.05）。目前的研究为制定干预计划提供了重要信息，该计划将有助于减少学生的学业拖延症，特别强调隐含的个性特征。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.