Email this article 
Relationship between Core Self-Evaluation and Academic Procrastination among Female Students in Saudi Arabia
Abstract
Four personality traits of core self-evaluation are used to describe human character and their behavior. Personality comes from within the person and remains consistent throughout his or her life. Therefore, many research papers and academic studies were carried out to understand personality and its connection to academic related behavior. This study is examined the relationship between personality dimensions and academic procrastination. This is a survey research primarily rely on data collected from undergraduate students. For this research, female undergraduates from Universities in Saudi Arabia were selected. To select the sample, three private universities are selected from the eastern province randomly and then 160 students randomly chosen for the test. The data collection is conducted by using online survey website that is only given to the selected students. The dependent variable in the analysis is the measure of academic procrastination of female Saudi students in private universities and independent variables are four personality traits defined under the core self-evaluation; self-esteem, locus of control, generalized self-efficacy and emotional stability. Collected data is analysed through; mean, standard deviation, correlation, and regression analysis. The results of the study obtained proved that there is a significance negative relationship between self-esteem, generalized self-efficacy and emotional stability and students’ academic procrastination behavior. Also, there was a slightly positive relationship between a locus of control and students’ procrastination behavior. However, according to the regression analysis all four personality traits are significant but show negative impact on students’ procrastination behavior.
Full Text:
PDFReferences
American College Testing (ACT). (2015). National Collegiate Retention and Persistence-to-Degree Rates, ACT Institutional Data File, 5-6. [Online] Available: https://www.act.org/content/dam/act/unsecured/documents/retain_2015.pdf) (June 22, 2018).
Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics. Science and Technology Education, 3(4), 363–370. https://doi.org/10.12973/ejmste/75415
Alexandros, G. S., Christos, C. F., & Konstantinos, C. F. (2013). The relationship between personality type and academic performance. The case of Greek university's student. Proceeding of the 3rd International Conference: Quantitative and Qualitative Methodologies in the Economics and Administrative Sciences, Athens, Greece, p. 333-344. [Online] Available: https://www.academia.edu/3638543/the_relationship_between_personality_type_and_academic_performance._the_case_of_greek_universitys_students_2013 (June 22, 2018).
Aljohani, O. (2016). Analyzing the Findings of the Saudi Research on Student Attrition in Higher Education. International Education Studies, 9(8). [Online] Available: http://dx.doi.org/10.5539/ies.v9n8p184 (June 22, 2018). https://doi.org/10.5539/ies.v9n8p184
Al-Youbi, A. O. (2017). The development and advancement of higher education in Kingdom of Saudi Arabia, QS Asia News Network, [Online] Available:http://qswownews.com/higher-education-in-saudi-arabia/ (June 22, 2018).
Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: The mediation role of rational beliefs about studying, Journal of Cognitive and Behavioral Psychotherapies, 13(1), 57-74.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997). Self-Efficacy: e Exercise of Control. New York: Freeman.
Bankston, C. L., & Zhou, M. (2002). Being Well vs. Doing Well: Self-Esteem and School Performance among Immigrant and Nonimmigrant Racial and Ethnic Groups, International Migration Review, 36(2), 389 – 415. https://doi.org/10.1111/j.1747-7379.2002.tb00086.x
Beck, B., Koons, S., & Milgrim, D. (2000). Correlates and consequences of behavioral procrastination: The effects of academic procrastination, self-consciousness, self-esteem, and self-handicapping. Journal of Social Behavior and Personality, 15, 3-13.
Beswick, G., Rothblum, E. D., & Mann, L. (1988). Psychological antecedents of student procrastination. Australian psychologist, 23(2), 207-217. https://doi.org/10.1080/00050068808255605
Blascovich, J., & Tomaka, J. (1991) Measures of self-esteem. Measures of Personality and Social Psychological Attitudes, Scientific Research, 1, 115-160. https://doi.org/10.1016/B978-0-12-590241-0.50008-3
Branden, N. (1969). The Psychology of Self-Esteem. New York: Bantam. p.139.
Busko, D. A. (1998). Causes and consequences of perfectionism and procrastination: A structural equation model. Unpublished master's thesis, University of Guelph, Canada. [Online] Available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.4450&rep=rep1&type=pdf (June 22, 2018).
Cambridge English Dictionary. (2018). Cambridge University Press, UK. [Online] Available: https://dictionary.cambridge.org/dictionary/english/procrastination. (June 22, 2018).
Cavusoglu, C., & Karatas, H. (2017) Academic Procrastination of Undergraduates: Self-determination Theory and Academic Motivation, The Anthropologist, 20(3), 735-743, https://doi.org/10.1080/09720073.2015.11891780
Chamorro, P. T., & Furnhamb, A. (2008), Personality, intelligence and approaches to learning as predictors of academic performance, Personality and Individual Differences, 44(7), 1596-1603. https://doi.org/10.1016/j.paid.2008.01.003
Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, Florida: Psychological Assessment Resources.
Effert, B., & Ferrari, J. R. (1989). Decisional procrastination: Examining personality correlates. Journal of Social Behavior and Personality, 4, 151–156.
Eysenck, H. J. (1990). Biological dimensions of personality. In L. A. Pervin (Eds.), Handbook of personality: Theory and research, (pp. 244-276). New York: Guilford.
Ferrari, J. R. (1992) Psychometric validation of two procrastination inventories for adults: Arousal and avoidance measures. Journal of Psychopathology and Behavioral Assessment, 14, 97–110. https://doi.org/10.1007/BF00965170
Ferrari, J. R. (1994). Dysfunctional procrastination and its relationship with self-esteem, interpersonal dependency, and self-defeating behaviors. Personality and Individual Differences, 17, 673–679. https://doi.org/10.1016/0191-8869(94)90140-6
Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on 'working best under pressure". European Journal of Personality, 15(5), 391-406. https://doi.org/10.1080/10852352.2016.1198157
Ghafour, P. K. A. (2010). University dropout rate 30 percent, Arab News, [Online] Available: http://www.arabnews.com/node/349946 (June 22, 2018).
Goroshit, M. (2018). Academic procrastination and academic performance: An initial basis for intervention, Journal of Prevention & Intervention in the Community, 46(2), 131-142. http://dx.doi.org/10.1080/10852352.2016.1198157
Habibi, N. (2015). Is Saudi Arabia training too many graduates? University World News, 376. [Online] Available: http://www.universityworldnews.com/article.php?story=20150714013422488(June 22, 2018).
Hamdan, A. (2016). Reforming higher education in Saudi Arabia: Reasons for optimism. In F. Badry, & J. Willoughby, J. (Eds.), Higher education revolutions in the Gulf: Globalization and institutional viability, (pp.153-177). New York, Routledge, Taylor & Francis Group.
Heatherton, T. F., & Polivy, J. (1991). Development and validation of a scale for measuring state selfesteem. Journal of Personality and Social Psychology, 60, 895-910. https://doi.org/10.1037/0022-3514.60.6.895
Holladay, C. L., & Quiñones, M. A. (2003). Practice Variability and Transfer of Training: The Role of Self-Efficacy Generality. Journal of Applied Psychology, 88(6), 1094-1103. https://doi.org/10.1037/0021-9010.88.6.1094
Howell, A., & Watson, D. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Person Individual Differences, 43, 167–78. https://doi.org/10.1016/j.paid.2006.11.017
Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83, 17-34. https://doi.org/10.1037/0021-9010.83.1.17
Lay, C. (1986). At last, my research article on procrastination. Journal of Research in Personality, 20, 474-495. https://doi.org/10.1016/0092-6566(86)90127-3
Lockett, C. T., & Harrell, J. P. (2003). Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data, Journal of Black Psychology, 29(3), 325-336. https://doi.org/10.1177/0095798403254216
Mandap, C. M. (2016). Examining the Differences in Procrastination Tendencies among University Students, International Journal of Education and Research, 4(4) 431.
Milgram, N. A., Sroloff, B., & Rosenbaum, M. (1988). The procrastination of everyday life. Journal of Research in Personality, 22, 197–212. https://doi.org/10.1016/0092-6566(88)90015-3
Ocal, K. (2016). Predictors of academic procrastination and university life satisfaction among Turkish sport schools students, Educational Research and Reviews, 11(7), 482-490. https://doi.org/10.5897/ERR2016.2645
Rosenberg, M. (1965). Society and the adolescent selfimage. Princeton, New Jersey: Princeton University Press. p. 3-6. https://doi.org/10.1515/9781400876136
Rosopa, P. J., & Schroeder, A. N. (2009). Core self-evaluations interact with cognitive ability to predict academic achievement. Personality and Individual Differences, 47, 1003–1006. https://doi.org/10.1016/j.paid.2009.07.028
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1) (Whole No. 609). [Online] Available: https://pdfs.semanticscholar.org/161c/b7ac92d7571042bb11ebdaaa1175be8079f8.pdf (June 22, 2018).
Saddler, C. D., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84(2), 686-688. https://doi.org/10.2466/PR0.84.2.686-688
Schmidt, J. A., & Padilla, B. (2003). Self-Esteem and Family Challenge: An Investigation of Their Effects on Achievement. Journal of Youth and Adolescence, 32(1), 37-46. https://doi.org/10.1023/A:1021080323230
Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25. https://doi.org/10.1037/0022-0663.99.1.12
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs, (pp. 35-37). Windsor, UK: Nfer-Nelson.
Seo. (2008). Self-efficacy as a Mediator in the Relationship between Self-oriented Perfectionism and Academic Procrastination. Socıal Behavıor and Personalıty, 36(6), 753-764. https://doi.org/10.2224/sbp.2008.36.6.753
Simpson, W. K., & Pychyl, T. A. (2009). In search of the arousal procrastinator: Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. Personality and Individual Differences, 47, 906-911. https://doi.org/10.1016/j.paid.2009.07.013
Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons Psychology, 10, 21–32.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509. https://doi.org/10.1037/0022-0167.31.4.503
Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited, Australian Psychologist, 51(1), 36-46. https://doi.org/10.1111/ap.12173
Tanielian, A. R. (2017). Foreign language anxiety among first-year Saudi university students, The International Education Journal: Comparative Perspectives, 16(2). 116-130. [Online] Available: http://openjournals.library.usyd.edu.au/index.php/IEJ/index (June 22, 2018).
Trice, A. D. (1985). An academic locus of control scale for college students. Perceptual and Motor Skills. https://doi.org/10.2466/pms.1985.61.3f.1043
Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking students' emotions and academic achievement: when and why emotions matter. Child Development Perspectives, 6, 129–135. https://doi.org/10.1111/j.1750-8606.2011.00192.x
Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 164, 557–573. [Online] Available: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.908.5930&rep=rep1&type=pdf (June 22, 2018).
Yang, H. J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computer Human Behavior, 21, 917–932. https://doi.org/10.1016/j.chb.2004.03.001
Yemen, G., & Clawson, J. G. (2003). The Locus of Control, the University of Virginia Darden School Foundation, Charlottesville, VA. p.1. [Online] Available: https://faculty.darden.virginia.edu/clawsonj/General/SELF_ASSESSMENT_TOOLS/OB-786_Locus_of_Control.pdf (June 22, 2018).
Zaidi, I. H., & Mohsin, M. N. (2013). Locus of control in graduation students. International Journal of Psychological Research, 6(1) 15-20. https://doi.org/10.21500/20112084.695
Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Eds.), Self-efficacy in changing societies. (pp. 202-231). New York, Cambridge University Press. https://dx.doi.org/10.1017/CBO9780511527692.009
DOI: https://doi.org/10.5296/ijhrs.v8i3.13397
Copyright (c) 2018 Wasantha Rajapakshe
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
International Journal of Human Resource Studies ISSN 2162-3058
Email: ijhrs@macrothink.org
Copyright © Macrothink Institute
To make sure that you can receive messages from us, please add the 'macrothink.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.
------------------------------------------------------------------------------------------------------------------------------------------------------
