FACTORS INFLUENCING ACADEMIC PROCRASTINATION DURING RESEARCH PROPOSAL SEMINAR AMONG FINAL-YEAR ENGLISH LANGUAGE EDUCATION STUDENTS
DOI:
https://doi.org/10.22460/p2m.v13i1.6560Keywords:
Academic procrastination, research proposal, seminar examination, final-year studentsAbstract
Academic procrastination remains a persistent challenge in higher education, often delaying students’ graduation requirements. Although many studies examine procrastination in thesis writing, limited attention has been given to research proposal seminars among final-year students. This study aims to identify the level of academic procrastination and its dominant contributing factors among final-year students of the English Language Education Program at Universitas Tanjungpura. Using a descriptive quantitative design, data were collected from purposively selected cohorts of 2018, 2019, and 2020 through the Procrastination Assessment Scale for Students (PASS) and analyzed using descriptive statistics. The results reveal a moderate level of academic procrastination, particularly in completing research proposals, with decision-making difficulties, poor time management, evaluation anxiety, low self-confidence, and perfectionism as the most influential factors. These findings highlight academic procrastination as a complex self-regulation problem that hinders student achievement and requires targeted strategies to enhance motivation and improve time management.
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