Academic Procrastination in Virtual Classrooms: An Examination among Pre-Service Language Teachers during the Pandemic
Abstract
It goes without saying that the current global health crisis has managed to bring immense changes in our way of living, and one of the prominent changes it caused is manifested in the shift from face-to-face schooling to a virtual learning environment. Considering that distance education is now heavily inclined to performance assessment because of the external validity issues of online exams, an increase inthe amount of workload is expected. This in turn is conjectured to create more opportunities for students to practice Academic Procrastination (AP). Despite the rich repertoire of AP literature, it was observed that the vast majority of these studies were conducted prior to the pandemic and that the number of studies that relate to examining AP specifically amongpre-service language teachers amidst the pandemic isstill limited. This quantitative descriptive study conducted among 92 prospective language teachers aims to provideinsights on the degree of procrastination of pre-service language teachers studying under a virtual learning setting amidst a pandemic. Moreover, it also intends to examine the relationship between the respondents’ degree of procrastination in terms of their sex and their year level. The results revealed that in terms of the degree of AP indicators, the respondents displayed signs of being neutral academic procrastinators. As for their degree of procrastination tendencies, the respondents were found to manifest a low tendency to procrastinate on tasks. Moreover, the study also aimed to probe the respondents’ level of active procrastination to which resulted in the discovery that they possess neutral levels of active procrastination. Finally, in terms of the respondents’ degree of procrastination across the different areas of academic functioning, the results disclosed that the respondents have a somewhat high tendency to procrastinate on tasks in any area of academic function, and that their procrastination on these areas also has a somewhat high tendency of becoming a problem. Furthermore, it was found out that there is no significant difference between the respondents’ level of AP with both their sex and year level.
References
2. Alahmadi, N. S., &Alraddadi, B. M. (2020). The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context: A Case Study of Saudi Undergraduate Students. Arab World English Journal (AWEJ),11(3), 56-72. https://dx.doi.org/10.24093/awej/vol11no3.4.
3. Amiel, T., &Orey M. (2006). Do You Have the Time? Investigating Online Classroom Workload. J. Educational Technology Systems, 35(1), 21-43. https://doi.org/10.2190%2FCU8Q-8678-4W03-3587.
4. Asio, J. M. (2020). The Relationship between Academic Procrastination and Academic Performance of Freshmen Students from a Teacher Education Institution. Journal of Humanities and Social Sciences, 2(3), 105-115. doi:10.36079/lamintang.jhass-0203.156.
5. Balkis, M., &Duru, E. (2017). Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125. http://dx.doi.org/10.14204/ejrep.41.16042.
6. Bekleyen, N. (2017). Understanding the Academic Procrastination Attitude of Language Learners in Turkish Universities. Educational Research and Reviews,12(3), 108-115. doi:10.5897/ERR2016.3122.
7. Clark, J. L., & Hill, O. W. (1994). Academic Procrastination Among African-American College Students. Psychological Reports, 75(2), 931-936. doi:10.2466/pr0.1994.75.2.931.
8. Day, V., Mensink, D., & O'Sullivan, M. (2000). Patterns of Academic Procrastination. Journal of College Reading and Learning, 30(2), doi: 10.1080/10790195.2000.10850090.
9. Dewitte, S., &Schouwenburg, H. C. (2002). Procrastination, temptations, and incentives: the struggle between the present and the future in procrastinators and the punctual. European Journal of Personality, 16(6), 469-489. doi:10.1002/per.461.
10. Ferrari, J. R., & Emmons, R. A. (1995). Methods of Procrastination and their Relation to Self-Control and Self-Reinforcement: An Exploratory Study. Journal of Social Behavior and Personality, 10(1), 135-142.
11. Ferrari, J. R., & Tice, D. M. (2000). Procrastination as a Self-Handicap for Men and Women: A Task-Avoidance Strategy in a Laboratory Setting. Journal of Research in Personality, 34(1), 73-83. https://doi.org/10.1006/jrpe.1999.2261.
12. Fireman Kramer, R. (1985). A Overview of Descriptive Research. Journal of Pediatric Oncology Nursing, 2(2), 41-45. https://doi.org/10.1177%2F104345428500200208.
13. Garzón-Umerenkova, A., & Gil-Flores, J. (2017). Academic Procrastination in Non-Traditional College Students. Electronic Journal of Research in Educational Psychology,15(3), 510-532. http://dx.doi.org/10.14204/ejrep.43.16134.
14. Herdian, S., &Zamal, N. (2021). The Phenomenon of Academic Procrastination in Students during. International Journal of Social Science and Human Research,4(8), 2066-2072, doi:10.47191/ijsshr/v4-i8-15.
15. Jiao, Q. G., DaRos-Voseles, D. A., Collins, K. M., & Onwuegbuzie, A. J. (2011). Academic procrastination and the performance of graduate-level cooperative groups in research methods courses. Journal of the Scholarship of Teaching and Learning, 11(1), 119 -138.
16. Joaquin, J. J., Biana, H. T., &Dacela, M. A. (2020). The Philippine Higher Education Sector in the Time of COVID-19. Frontiers in Education, 5, 208. doi: 10.3389/feduc.2020.576371.
17. Karatas, H. (2015). Correlation among Academic Procrastination, Personality Traits, and Academic Achievement. Anthropologist,20(1,2), 243-255.
18. Kim, S., Fernandez, Z., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality, and Individual Differences, 108, 154-157. doi:10.1016/j.paid.2016.12.021.
19. Lans, W., & Van der Voordt, D.J.M. (2002). Descriptive Research. Ways to study and research urban, architectural and technical design, 53-60.
20. Lao, K. A. C., Pulalon, M. K., Lao, H. A., & Ramos, M. S. Y. H. (2021). When classrooms become virtual: Challenges and coping mechanisms of prospective teachers. The Asian ESP Journal.
21. Machado de Lima, D. V. (2011). Research Design: A Contribution to the Author. Online Brazilian Journal of Nursing, 10(2). http://www.redalyc.org/articulo.oa?id=361441674011.
22. Mohalik, R., & Sahoo, S. (2020). E-Readiness and Perception of Student Teachers’ Towards Online Learning in the Midst of COVID-19 Pandemic. SSRN, http://dx.doi.org/10.2139/ssrn.3666914.
23. Ozer, M., &Suna, H. E. (2020). Effects of COVID-19 Pandemic on Education. In M. Ö. Seker, Reflections on the Pandemic: In the Future of the World. Turkish Academy of Sciences (TÜBA).
24. Pexioto, E. M., Palini, A. C., Vallerand, R. J., Rahimi, S., & Silva, M. V. (2021). The Role of Passion for Studies on Academic Procrastination and Mental Health during the COVID-19 Pandemic. Social Psychology of Education: An International Journal, 24(3), 877-893. https://doi.org/10.1007/s11218-021-09636-9.
25. Rosário, P., Costa, M., Núñez, J., González-Pienda, J., Solano, P., & Valle, A. (2009). Academic Procrastination: Associations with Personal, School, and Family Variables. The Spanish Journal of Psychology, 12(1), 118-127. doi:10.1017/S1138741600001530.
26. Rozental, A., &Carlbring, P. (2014). Understanding and Treating Procrastination: A Review of a Common Self-Regulatory Failure. Psychology, 5, 1488-1502. doi:10.4236/psych.2014.513160.
27. Seeletso, M., &Letseka, M. (2020). Virtual Learning: The Lacuna for Improved Access, Openness and Flexibility in an Open and Distance Learning University. International Journal of Multidisciplinary Perspectives in Higher Education,5(2), 86-89. Retrieved from https://ojed.org/jimphe.
28. Sigall, H., Kruglanski, A. W., &Fyock, J. (2000). Wishful Thinking and Procrastination. Journal of Social Behavior and Personality, 15(5), 283-296.
29. Shu, S. B., & Gneezy, A. (2010). Procrastination of Enjoyable Experiences. Journal of Marketing Research, 47(5), 933-944. doi:10.1509/jmkr.47.5.933.
30. Solomon, Laura J.; Rothblum, Esther D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. doi:10.1037/0022-0167.31.4.503.
31. Strunk, K. &. (2011). Relative contributions of self-regulation, self-efficacy, and self-handicapping in predicting student procrastination. Psychological Reports, 109(3), 983-989. doi: 10.2466/07.09.20.PR0.109.6.983-989.
32. Ucar, H., Bozkurt, A., &Zawacki-Richter O. (2021). Academic Procrastination and Performance in Distance Education: A Causal-Comparative Study in an Online Learning Environment. Turkish Online Journal of Distance Education-TOJDE, 22(4), 13-23. https://doi.org/10.17718/tojde.1002726.
33. Vermeulen, R. (2019). The influence of educational environmental factors on academic procrastination. Bachelors Thesis, University of Twente, Netherlands. Retrieved from https://www.researchgate.net/publication/350175596_Academic_Procrastination
34. Wilson, B. A., & Nguyen, T. D. (2012). Belonging to Tomorrow: An Overview of Procrastination. International Journal of Psychological Studies, 4(1). doi:10.5539/ijps.v4n1p211.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.