• Journal of Fisheries and Marine Sciences Education
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• v.27 no.3
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• pp.853-869
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• 2015

The purpose of this study is to examine the difference in procrastination and anxiety as a personality trait according to gender and the cognitive regulatory focus of university students. In this study, we would like to answer the following questions: First, is there any difference in procrastination according to gender and regulatory focus? Second, is there any difference in anxiety according to gender and regulatory focus? The participants of this study comprised of 434 university students(171 male, 263 female), studying at 4 universities in South Korea. To examine whether the relative strength of promotion and prevention focus would differ across gender groups and regulatory focus type(promotion or prevention), we conducted a $2{\times}2$ factorial analysis of variance(ANOVA). The results of this study are as follows. First, there were significant difference in procrastination according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus. Second, there were significant difference in trait anxiety according to gender and regulatory focus, but there were no interaction effect between gender and regulatory focus. This study found that procrastination and anxiety as personality traits are differ depending on gender and regulatory focus(promotion focus and prevention focus). Suggestions and discussions based on these findings are provided.

• Journal of Distribution Science
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• v.21 no.10
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• pp.63-75
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• 2023

Purpose: This research delves into the relationship between self-leadership and procrastination behavior in banking distribution networks. Based on the self-determination theory, the study explores how organizational commitment mediates the relationship between these variables. Moreover, the research considers the vital role that intrinsic motivation plays in enhancing and reinforcing these connections. Research design and methodology: Using data from 384 bank employees and partial least squares structural equation modeling, the research found evidence to support the theory. This methodological approach enabled the investigation to uncover the intricate links between self-leadership, procrastination behavior, organizational commitment, and intrinsic motivation. Results: The findings strongly support the hypotheses, indicating a negative association between self-leadership and procrastination behavior at the workplace; conversely, a positive correlation was found between self-leadership and organizational commitment. The discovery further strengthens the results that intrinsic motivation amplifies the positive relationship between self-leadership and organizational commitment. Conclusions: This research underscores the importance of cultivating a culture of self-leadership among banking distribution network employees. By doing so, procrastination can be substantially reduced, enhancing both productivity and overall performance. The study's insights are particularly valuable for organizational leaders in the banking sector, as they provide actionable pathways to foster a more committed, motivated, and efficient workforce.

• Human Ecology Research
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• v.61 no.3
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• pp.429-443
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• 2023

The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students's academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.138-145
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• 2021

The purpose of this study was to investigate the mediating effects of academic procrastination behavior on the relationship between academic stress and dropout intention. The research questions are First, does the academic stress of college students influence the intention to drop out? Second, does academic procrastination behavior the relationship between academic stress and dropout intention? A survey was conducted on 218 college students about academic stress, dropout intention, and academic procrastination behavior. Correlation analysis was conducted to find out the relationship between academic stress, dropout, and academic procrastination behavior, and Multiple regression analysis was performed to determine the moderating effect of academic procrastination behavior. The mediating effect was verified using Baron and Kenny's procedure, and the significance was verified by Sobel verification. The results are as follows: First, academic stress, dropout intention, and academic delay behavior showed significant positive correlations.. Second, Academic stress showed 15% of explanatory power as an influential factor on dropout intention, and 5% of explanatory power was an influential factor on academic procrastination behavior. Third, the through mediation analysis, there was partial mediated effects of academic procrastination behavior between academic stress and dropout intention. Our findings suggest that to improve the dropout intention among college students, educators should carefully design and develop an education program

• The Journal of the Korea Contents Association
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• v.17 no.8
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• pp.175-185
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• 2017

This study examines the mediating effects of learned helplessness and procrastination in the relationship between social-psychological stress and internet${\cdot}$smartphone addiction among adults. The study subjects were 231 adults (114 males and 117 females) with a mean age of 27.7(SD=6.6) years. The results of the study are as follows. First, stress and internet${\cdot}$smartphone addiction had a significant positive correlation. Second, the mediating effect of learned helplessness in the relationship between stress and internet addiction was significant. Third, the mediating effect of learned helplessness through procrastination in the relationship between stress and internet addiction was significant. Forth, the mediating effect of learned helplessness in the relationship between stress and smartphone addiction was significant. Fifth, the mediating effect of learned helplessness through procrastination in the relationship between stress and smartphone addiction was significant. Based on the results of this study, we discussed the role of helplessness and procrastination in the relationship between stress and internet addiction.

• The Journal of Korean Association of Computer Education
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• v.16 no.1
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• pp.81-95
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• 2013

Academic procrastination has been a concern for educators. The purpose of this study is to investigate the relationship among task value, academic self-efficacy, autonomous motivation, self-regulated learning, and academic procrastination in e-learning courses. Based on the literature review, the path model was proposed and tested with 212 university students who registered in e-learning courses. The results showed that task value and academic self-efficacy positively influenced autonomous motivation and self-regulated learning, and autonomous motivation and self-regulated learning reduced the level of academic procrastination directly or indirectly. Implications and strategies to reduce procrastination were discussed based on the findings.

• Journal of the Korea Convergence Society
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• v.8 no.12
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• pp.129-137
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• 2017

The purpose of the study is to investigate the convergence influence of excessive smartphone use on attention deficit, learning environment, and academic procrastination in health college students. A self-reported questionnaire was completed by 255 college students in Busan drom March 6 to June 12, 2017. The degree of smartphone overuse, lack of attention, learning environment, and academic procrastination according to smartphone use characteristics showed significant effects on the time spent on smartphones per day, awareness of smartphone addiction, and personal use of smartphones during class time (p<0.001). It was shown that smartphone overuse was positively correlated with attention deficit (r=0.870, p<0.01), learning environment (r=0.812, p<0.01), academic procrastination (r=0.772, p<0.01), and attention deficit showed a positive relationship with learning environment (r=0.918, p<0.01) and academic procrastination (r=0.798, p<0.01) Learning environment was positively correlated with academic procrastination (r=0.777, p<0.01). The influence factors of smartphone overuse were attention deficit (p<0.001), followed by academic delay behavior (p<0.01). It is necessary to establish a healthy learning environment through prevention and proper use of smartphone.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.225-235
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• 2021

The purpose of this study is to verify the mediated effect of academic failure tolerance in the influence of professor support on academic procrastination of university students. A Google survey was conducted on 211 students at D University in Gyeonggi-do, and descriptive statistics, correlation analysis, and multiple regression were conducted using the SPSS program with collected data. The mediated effect of academic failure tolerance has been verified through three stages of regression analysis (Baron and Kenny) and Sobel Test. The results of the study are as follows; First, professor support has a negative correlation with academic procrastination, and a positive correlation with academic failure tolerance. In addition, there was a negative correlation between academic failure tolerance and academic procrastination. Second, it showed that academic failure tolerance has a full mediated effect in the influence of professor support on academic procrastination. This implies that it is necessary to create an educational environment that can raise the level of professor support and academic failure tolerance of university students in the academic situation. Therefore, this study suggested the need of providing a program of professor support that can improve academic procrastination problems and strengthen the academic failure tolerance of students.

• Journal of Information Technology Applications and Management
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• v.17 no.1
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• pp.35-54
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• 2010

Why does e-Learning service for individuals remain in the early development stage? To find the answers of this question, we adopted usefulness and intention to continued use as dependent variables based on technology acceptance model and inferred convenience, cost-effectiveness, social presence, interactivity, concentration, and procrastination as independent variables based on literature review and interview with e-Learning users. Convenience and cost-effectiveness of e-Learning tend to enhance usefulness and/or intention to continued use, while lack of social presence, interactivity, and concentration of e-Learning and academic procrastination tend to hinder usefulness and/or intention to continued use. To prove this research model, we used a data set collected from the survey. The respondents of survey were the undergraduate students who used voluntarily e-Learning. Data analysis was conducted using 275 respondents by partial least square. The analysis result of causal relation indicated that convenience and cost-effectiveness influenced both usefulness and intention to continued use, and that cost-effectiveness and concentration influenced only intention to continued use. But, interactivity and procrastination did not influence usefulness and intention to continued use.

• Journal of the Korea Society of Computer and Information
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• v.20 no.6
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• pp.99-106
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• 2015

This study aims to examine the effects of academic procrastination in middle school students on their academic achievement. It also analyzed the influences of stress level recognized by middle school students on their academic achievement. First, it examined theoretical and preceding studies and assumed that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors affected their academic achievement. It was assumed that the middle school students' stress had the direct mediating effects on their academic achievement. As a result of the research, it was found that sub-factors of academic procrastination in middle school students such as behavioral, cognitive and emotional factors had partially direct influence on their stress and academic achievement. It was shown that the analysis of mediating effects from middle school students' stress had no influence on the academic achievement. This study presented policy suggestions of academic achievement in middle school students as an alternative based on the research results.