This study aims to analyze the learning problems experienced by Grade VIII students at UPTD SMPN 16 Kupang based on students’ experiences and teachers’ perspectives. The study employed a descriptive qualitative approach, using interviews with 16 informants consisting of one homeroom teacher, three subject teachers, and 12 Grade VIII students. The data were analyzed thematically by grouping responses into recurring patterns relevant to the research focus. The findings derived from the available informant accounts revealed several issues, namely students’ limited openness in communicating their difficulties, inconsistent classroom participation, procrastination in completing assignments, and family responsibilities that reduce the time and energy available for learning. Some students reported being distracted by recreational activities, while others experienced fatigue after helping their parents at home. These findings indicate that learning problems need to be understood by considering academic factors, study habits, communication, and family context. Guidance and counseling services can support the identification of students’ needs and the development of effective learning strategies and time management skills.
The rapid growth of social media has transformed communication and information sharing; however, excessive use can promote procrastination and avoidance of academic tasks, contributing to increased test anxiety among students. This study explores how social media use and procrastination contribute to test anxiety among the said population. A cross-sectional design was employed with sample of 284 university students (M = 110, F = 160) with a mean X age=20.8 years selected through convenience. Social media was measured through Social Media Use Questionnaire (Xanidis and Brignell, 2016), procrastination was assessed using the Lay Procrastination Scale (Lay, 1986) and test anxiety was evaluated by Westside Test Anxiety Scale (Driscoll, 2004). Data was analyzed using correlation and regression analysis. The results revealed significant positive correlation between social media use, procrastination, and test anxiety. Regression analysis showed that both the use of social media and procrastination significantly forecasted test anxiety, indicating that an increased occurrence of problematic digital engagement and reduced self-control leads to academic stress. These findings highlight the fact that university-level interventions encourage healthier digital habits and stronger individual control of students. Also, it emphasizes the need for parents and educators to promote effective study habits and self-regulation, as excessive social media use limits students’ available study time.
Purpose Academic procrastination (AP) is a pervasive self-regulatory problem that undermines students’ academic functioning and psychological well-being. This study examined the direct and indirect relationships between growth and fixed mindsets, internal and external locus of control, and AP in sports science students. Method Internal and external locus of control were tested as parallel mediators in separate growth and fixed mindset models. A cross-sectional predictive design was employed with 544 undergraduate sports science students in Eastern Anatolia, Türkiye. Participants completed measures of mindset, locus of control, and AP. Parallel mediation analyses were conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples, controlling for age and gender. Results The direct effects indicated that a growth mindset was negatively associated with AP, whereas a fixed mindset was positively associated with AP. A growth mindset was positively associated with an internal locus of control and negatively associated with an external locus of control, whereas a fixed mindset was negatively associated with an internal locus of control and positively associated with an external locus of control. An external locus of control was positively associated with AP and significantly mediated the relationships between both mindset dimensions and AP. In contrast, the internal locus of control did not significantly mediate either relationship. Male students reported higher AP levels than female students, and age was negatively associated with AP. Conclusion These findings suggest that an external locus of control is a key behavioral mechanism linking mindset beliefs to AP. Interventions targeting maladaptive external control beliefs may help reduce AP among sports science students.
Sleep quality is fundamental to college students’ physical and psychological health and academic functioning. Amid increasing digitalization and stress, sleep problems remain prevalent among college students. Previous research has shown that physical activity, cognitive processing styles, and behavioral regulation patterns are associated with sleep outcomes, but these variables have often been examined separately, with limited attention to their integrated association structure. Based on cross-sectional survey data, this study used latent-variable structural equation modeling to examine the sequential indirect association pattern among physical activity, negative attentional bias, bedtime procrastination, and sleep quality. Using cluster sampling, data were collected from 921 college students from four universities in East China (439 males, 482 females; M_age = 20.34, SD = 1.59). Measures included the Physical Activity Rating Scale (PARS-3), Negative Attentional Bias Scale, Bedtime Procrastination Scale, and Pittsburgh Sleep Quality Index (PSQI). Structural equation modeling and bootstrap methods examined indirect associations. Results indicated that physical activity was significantly associated with lower PSQI scores, indicating better sleep quality (B_total = −0.072, β _total = −0.440, p < 0.001). Negative attentional bias and bedtime procrastination both showed significant partial indirect associations. The simple indirect associations through negative attentional bias and bedtime procrastination accounted for 20.8 and 15.3% of the total association, respectively. The sequential indirect association “physical activity → negative attentional bias → bedtime procrastination → sleep quality” was also significant, although its proportion was relatively small (4.2%). Overall, the total indirect association accounted for 40.3% of the total association. Multi-group structural analysis indicated that the association structure was broadly comparable across gender groups, although associations involving bedtime procrastination appeared stronger among female students. By integrating cognitive processing and behavioral regulation perspectives, this study provides a more integrative view of the association between physical activity and sleep quality. The findings suggest that college students’ sleep problems may be embedded within a broader system of health behaviors and psychological processes. Given the cross-sectional design, future longitudinal or experimental studies should examine the dynamic associations among these variables.
This study examines links between temperament, procrastination tendencies, and self-perceived employability among Polish university students, addressing a notable gap in research on behavioral postponement effects in European higher education contexts. Cross-sectional survey data were collected from 522 first-year undergraduates enrolled in 16 fields of study at a mid-sized Polish university. Temperament was assessed with the Formal Characteristics of Behaviour – Temperament Inventory, Revised (FCB-TI(R)); procrastination with the Polish version of Lay’s General Procrastination Scale, scored as a single general index; and self-perceived employability with the Polish Self-Perceived Employability Scale (internal and external subscales). Grade point average (GPA) was obtained from university records. Bootstrapped regression-based models estimated the indirect association between each of the seven temperament dimensions and internal employability through procrastination. Procrastination was associated with lower briskness, rhythmicity, sensory sensitivity, endurance and activity, and with higher emotional reactivity and perseveration. For all seven dimensions the indirect association with internal employability through procrastination was significant, with completely standardised indirect effects between .02 and .05; for endurance and rhythmicity the association was indirect only. Procrastination was also associated with lower GPA (r = −.17) and with lower external employability (r = −.18), whereas GPA was unrelated to any employability index. Because the design is cross-sectional and all predictors were measured concurrently, these findings describe patterns of association that are consistent with, but do not establish, a mediating process. The results identify temperamentally patterned procrastination as a modifiable correlate of students’ career confidence, and caution against treating academic grades as a proxy for employability readiness.
این مطالعه به بررسی ارتباط میان سرشت، گرایشهای اهمالکاری و اشتغالپذیری ادراکشده توسط خود در میان دانشجویان دانشگاهی لهستانی میپردازد و به خلأ قابل توجهی در پژوهشهای مربوط به اثرات تعویق رفتاری در زمینه آموزش عالی اروپا پاسخ میدهد. دادههای پیمایش مقطعی از ۵۲۲ دانشجوی سال اول که در ۱۶ رشته تحصیلی در یک دانشگاه متوسط در لهستان ثبتنام کرده بودند، جمعآوری شد. سرشت با استفاده از پرسشنامه ویژگیهای رسمی رفتار – نسخه بازنگریشده سرشت (FCB-TI(R))، اهمالکاری با نسخه لهستانی مقیاس اهمالکاری عمومی لی (Lay’s General Procrastination Scale) که به عنوان یک شاخص کلی نمرهدهی شد، و اشتغالپذیری ادراکشده توسط خود با مقیاس لهستانی اشتغالپذیری ادراکشده توسط خود (زیرمقیاسهای درونی و بیرونی) ارزیابی شد. معدل کل (GPA) از سوابق دانشگاهی به دست آمد. مدلهای رگرسیون مبتنی بر بوتاسترپ، ارتباط غیرمستقیم میان هر یک از هفت بعد سرشت و اشتغالپذیری درونی از طریق اهمالکاری را برآورد کردند. اهمالکاری با پایینتر بودن تندی، نظم، حساسیت حسی، پایداری و فعالیت، و با بالاتر بودن واکنشپذیری هیجانی و تداوم همراه بود. برای هر هفت بعد، ارتباط غیرمستقیم با اشتغالپذیری درونی از طریق اهمالکاری معنادار بود و اثرات غیرمستقیم کاملاً استانداردشده بین ۰٫۰۲ تا ۰٫۰۵ قرار داشت؛ برای پایداری و نظم، این ارتباط صرفاً غیرمستقیم بود. اهمالکاری همچنین با معدل پایینتر (r = −۰٫۱۷) و اشتغالپذیری بیرونی پایینتر (r = −۰٫۱۸) همراه بود، در حالی که معدل با هیچ یک از شاخصهای اشتغالپذیری ارتباطی نداشت. از آنجا که طرح پژوهش مقطعی است و همه متغیرهای پیشبین به طور همزمان سنجیده شدهاند، این یافتهها الگوهای ارتباطی را توصیف میکنند که با فرایند میانجیگری سازگارند اما آن را اثبات نمیکنند. نتایج، اهمالکاری با الگوی سرشتی را به عنوان یک همبسته قابل تغییر برای اعتماد شغلی دانشجویان شناسایی میکند و نسبت به استفاده از نمرات تحصیلی به عنوان شاخص آمادگی اشتغالپذیری هشدار میدهد.
Procrastination is unnecessary delay that can cause various problems. There are uncertainties around how common exactly it is among students, how much it affects them, and how its prevalence and impact compare to those of other issues that students regularly face. Accordingly, this study examines data from 65,950 students (in all degree types and stages), who were surveyed across 97 US institutions of higher education as part of the American College Health Association-National College Health Assessment (ACHA-NCHA). Students were asked about 36 life and health issues, like procrastination, career, finances, appearance, family, bullying, anxiety, depression, ADHD, sleep difficulties, allergies, and influenza. Procrastination was found to be the most common issue that students reported (functionally tied with stress), affecting 72.3% of them. Procrastination was also the issue that most often harmed students’ academic performance, affecting 45.4% of them (62.7% of those who experienced it), which was several times as often as issues like finances (2.8x) and ADHD (3.5x). And, procrastination was the most common cause of significant distress compared to the other life issues, affecting 45.7% of students (63.2% of those who experienced it). These rates were higher among undergraduate students, although procrastination was a leading issue among graduate and professional students too. This sheds light on the scale of student procrastination—both in absolute terms and relative to other issues they face—and highlights the need to address it using relevant interventions.
تعللورزی به معنای تأخیر غیرضروری است که میتواند مشکلات مختلفی ایجاد کند. ابهاماتی در مورد میزان دقیق شیوع آن در میان دانشجویان، میزان تأثیر آن بر ایشان و مقایسه شیوع و تأثیر آن با سایر مسائلی که دانشجویان به طور منظم با آن مواجه هستند، وجود دارد. بر این اساس، این پژوهش دادههای ۶۵٬۹۵۰ دانشجو (در تمامی مقاطع و مراحل تحصیلی) را که در قالب ارزیابی سلامت ملی دانشجویان کالج انجمن سلامت کالجهای آمریکا (ACHA-NCHA) در ۹۷ مؤسسه آموزش عالی ایالات متحده مورد بررسی قرار گرفتهاند، تحلیل میکند. از دانشجویان درباره ۳۶ مسئله زندگی و سلامت، مانند تعللورزی، شغل، امور مالی، ظاهر، خانواده، زورگویی، اضطراب، افسردگی، ADHD، مشکلات خواب، آلرژی و آنفلوآنزا سؤال شد. تعللورزی به عنوان شایعترین مسئلهای که دانشجویان گزارش کردند (تقریباً برابر با استرس)، با شیوع ۷۲.۳٪ مشخص شد. همچنین، تعللورزی مسئلهای بود که بیشترین آسیب را به عملکرد تحصیلی دانشجویان وارد کرد و ۴۵.۴٪ از آنان (۶۲.۷٪ از کسانی که آن را تجربه کردند) را تحت تأثیر قرار داد، که این میزان چندین برابر بیشتر از مسائلی مانند امور مالی (۲.۸ برابر) و ADHD (۳.۵ برابر) بود. علاوه بر این، تعللورزی شایعترین علت ناراحتی قابل توجه در مقایسه با سایر مسائل زندگی بود و ۴۵.۷٪ از دانشجویان (۶۳.۲٪ از کسانی که آن را تجربه کردند) را تحت تأثیر قرار داد. این نرخها در میان دانشجویان مقطع کارشناسی بالاتر بود، هرچند تعللورزی در میان دانشجویان تحصیلات تکمیلی و حرفهای نیز یکی از مسائل اصلی بود. این یافتهها ابعاد تعللورزی دانشجویی را هم به صورت مطلق و هم در مقایسه با سایر مسائل مورد مواجهه آنان روشن میکند و بر ضرورت پرداختن به آن از طریق مداخلات مرتبط تأکید دارد.
Academic procrastination among adolescents is a complex phenomenon associated with multiple factors. This study aimed to examine the associations among achievement motivation, health-related physical fitness, and academic procrastination in adolescents. A cross-sectional study design was employed. Using a stratified cluster random sampling method, 700 adolescents aged 12–14 years were recruited from two secondary schools in Yunnan Province, China. Data were collected through an online self-report questionnaire assessing academic procrastination and achievement motivation, along with. objective field-based physical fitness tests administered by certified physical education teachers to evaluate health-related physical fitness. After excluding invalid responses, 625 valid questionnaires were retained, yielding a valid response rate of 89.28%. Statistical analyses, including correlation, regression, and mediation analyses, were conducted using SPSS version 29.0. Correlation analyses indicated significant pairwise statistical associations among achievement motivation, academic procrastination, and health-related physical fitness in adolescents. Further analysis showed that health-related physical fitness exhibited a significant indirect statistical association between achievement motivation and academic procrastination, with an indirect association estimate of − 0.014 (95% confidence interval [CI]: −0.0350 to − 0.0012). However, this indirect association was small in magnitude, accounting for only 8.33% of the total statistical association between achievement motivation and academic procrastination. Achievement motivation was significantly associated with academic procrastination among adolescents, while health-related physical fitness exhibited a significant indirect statistical association with the relationship between achievement motivation and academic procrastination. Future research should further examine the interconnected relationships among achievement motivation, health-related physical fitness, and academic procrastination to provide a more comprehensive understanding of adolescents’ academic behaviors and healthy development.
اهمالکاری تحصیلی در میان نوجوانان پدیدهای پیچیده است که با عوامل متعددی مرتبط میباشد. هدف این مطالعه بررسی ارتباطات بین انگیزش پیشرفت، آمادگی جسمانی مرتبط با سلامت و اهمالکاری تحصیلی در نوجوانان بود. این پژوهش به صورت مقطعی انجام شد. با استفاده از روش نمونهگیری تصادفی خوشهای طبقهبندیشده، ۷۰۰ نوجوان ۱۴–۱۲ ساله از دو دبیرستان در استان یوننان چین انتخاب شدند. دادهها از طریق پرسشنامه خودگزارشدهی آنلاین که اهمالکاری تحصیلی و انگیزش پیشرفت را ارزیابی میکرد، جمعآوری شد و همچنین آزمونهای میدانی عینی آمادگی جسمانی توسط معلمان تربیت بدنی دارای گواهینامه برای ارزیابی آمادگی جسمانی مرتبط با سلامت اجرا گردید. پس از حذف پاسخهای نامعتبر، ۶۲۵ پرسشنامه معتبر باقی ماند که نرخ پاسخدهی معتبر ۸۹٫۲۸٪ را نشان داد. تحلیلهای آماری شامل همبستگی، رگرسیون و میانجیگری با استفاده از نسخه ۲۹٫۰ نرمافزار SPSS انجام شد. تحلیلهای همبستگی نشان داد که بین انگیزش پیشرفت، اهمالکاری تحصیلی و آمادگی جسمانی مرتبط با سلامت در نوجوانان ارتباط آماری معنادار دوجانبه وجود دارد. تحلیلهای بیشتر نشان داد که آمادگی جسمانی مرتبط با سلامت دارای ارتباط آماری غیرمستقیم معناداری بین انگیزش پیشرفت و اهمالکاری تحصیلی است، به طوری که برآورد ارتباط غیرمستقیم برابر با −۰٫۰۱۴ (فاصله اطمینان ۹۵٪: −۰٫۰۳۵۰ تا −۰٫۰۰۱۲) بود. با این حال، این ارتباط غیرمستقیم از نظر اندازه کوچک بود و تنها ۸٫۳۳٪ از کل ارتباط آماری بین انگیزش پیشرفت و اهمالکاری تحصیلی را تشکیل میداد. انگیزش پیشرفت با اهمالکاری تحصیلی در نوجوانان ارتباط معناداری داشت، در حالی که آمادگی جسمانی مرتبط با سلامت ارتباط آماری غیرمستقیم معناداری با رابطه بین انگیزش پیشرفت و اهمالکاری تحصیلی نشان داد. پژوهشهای آینده باید روابط متقابل بین انگیزش پیشرفت، آمادگی جسمانی مرتبط با سلامت و اهمالکاری تحصیلی را بیشتر بررسی کنند تا درک جامعتری از رفتارهای تحصیلی و رشد سالم نوجوانان فراهم گردد.
