ABSTRACT

The study was conducted to investigate academic procrastination in undergraduate students and how passion and self-efficacy independently related to students’ procrastination levels. Ellis and Knaus (1977) have estimated that up to 95% of college students procrastinate at some level. Classroom environments have been found to significantly influence these factors (Nordby, Klingsieck, & Svartdal, 2017; Faheem, et al., 2019). While researchers have studied the reasoning behind academic procrastination (Solomon & Rothblum, 1984), the present study examined feelings, specifically passion for academics, and how it influenced procrastination. Ninety-seven undergraduate college students completed the survey on a Google Form. The Procrastination Assessment Scale―Students (PASS), developed by Solomon and Rothblum (1984), was used to measure levels of academic procrastination. To measure academic passion, the Adapted Passion Scale (APS) was used. Lastly, the Self-Efficacy Scale (SES), developed by Sherer et al. (1982), was used to measure self-efficacy levels. Two one-tailed Pearson Correlation Coefficient tests were computed. Consistent with the hypothesis, it was expected that there would be a significant negative relationship between academic passion and procrastination in undergraduate college students. It was also expected that there would be a significant negative relationship between academic procrastination and self-efficacy. Both tests showed a statistically significant and negative relationship between academic procrastination and passion as well as academic procrastination and self-efficacy. Female participants had higher levels of academic passion than male participants. Male participants had higher levels of self-efficacy than female participants. Efforts must be put in place to give students the needed tools to excel academically.