Academic Procrastination, Self-Regulation and Achievement Goal Orientation Among University Students

Abstract

The present study is aimed to study academic procrastination, self-regulation and achievement goal orientation among university students. Moreover, it also focused to determine the role of demographics (identity, age, program, CGPA and university) across the study variables. Sample comprised of 218 university students with the age range of 18 to 28 years. Measures used included was Tuckman Procrastination Scale (Tuckman, 1991), Self-Regulation Questionnaire (Schwarzer & Diehl, 1999) and Achievement Goal Questionnaire Revised (Elliot & Murayama, 2008). The results shows that academic procrastination is negatively associated with self-regulation and achievement goal orientation. In addition self-regulation is positively associated with achievement goal orientation. Significant differences found that male students score high in academic procrastination and low in self-regulation and achievement goal orientation. Female students score low in academic procrastination and high in self-regulation and achievement goal orientation then male students. Further results shows that students of undergraduate level of education procrastinate more in academics then graduate level of students, students of graduate level of education are high in self-regulation and achievement goal orientation then undergraduate level of education. In addition gathered results showed that students with low CGPA procrastinate more in academics and low in self-regulation and achievement goal orientation, while those students with high CGPA indicated lower academic procrastination and higher tendencies of self-regulation and achievement goal orientation. Lastly results based on types of university showed that students of private sector universities expressed less academic procrastination and high self regulation and achievement goal orientation as compared to the students of government sector universities.