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Procedia Social and Behavioral Sciences 2 (2010) 2121–2125

The explanation of the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personality traits Mücahit Ka÷ana *, Osman ÇakÕrb, Tahsin ølhan , Mehmet Kandemirb C

a

Ankara Üniversitesi, E÷itim Bilimleri Fakültesi, Ankara, 06590, Türkiye b Gazi Üniversitesi, Gazi E÷itim Fakültesi, Ankara, 06590, Türkiye c Gaziosmanpaúa Üniversitesi. E÷itim fakültesi, Tokat, 60150, Türkiye

Received October 16, 2009; revised December 25, 2009; accepted January 8, 2010

Abstract The procrastination behaviour which is known as delaying the responsible behaviours that individuals have to carry out has many different dimensions. One of them is adjourning to take into action for academic tasks which are subjectively important to perform or it is the academic procrastination which can be defined as the habit of adjourning and which is very common among students. Due to the procrastination behaviour of students, they cannot use their actual performances in learning process and therefore fail. The understanding of the procrastination behaviours of students affecting their learning process facilitates their skills to cope with academic procrastination behaviour. In this context, academic procrastination is considered to be associated with perfectionism, obsessive – compulsive and five factor personal traits and the academic procrastination behaviours will be tried to be explained in the present research. The research group was comprised of 265 students from different universities, departments and classes. In the present research, in order to determine the tendency to academic procrastination of the students, the “Aitken Academic Procrastination Scale” developed by Aitken (1982) and adapted into Turkish by BalkÕs (2007); in order to determine their tendency to perfectionism, “Multidimensional Perfectionism Scale” developed by Frost, Marten, Lahart and Rosenblate (1990) and adapted into Turkish by Özbay and MÕsÕrlÕ – Taúdemir (2003); in order to determine their obsessive – compulsive personal traits, the “Padua Inventory” developed by Sanavio (1988) and adapted into Turkish by Beúiro÷lu (2005); and in order to determine the five factor personal traits of the students, “Five Factor Model Personality Scale” developed by BacanlÕ, ølhan and Arslan (2007) were used. The data collected in the present research will be tested using the path model. As a result of the analysis, it was determined that perfectionism, obsessive- compulsive and five factor personality traits are important variables that explain the academic procrastination behaviour. © 2010 Elsevier Ltd. Open access under CC BY-NC-ND license. Keywords: Academic procrastination; perfectionism; obsessive-compulsive; five factor personality.

1. Introduction Every person procrastinates in carrying out some of the responsibilities and tasks in their life. Some delay payments or appointments while some others delay housework, assignments, homework or preparing for examinations. Such procrastinated behaviors affect the individuals in such ways as restless nights, high level of

* Mücahit Ka÷an. Tel.: 05057700036 E-mail address: [email protected]

1877-0428 © 2010 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2010.03.292

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Mücahit Kag˘an et al. / Procedia Social and Behavioral Sciences 2 (2010) 2121–2125

stress, regret, and panic, withdrawal due to the lack of time or unsatisfactory fulfillment. Then people promise themselves not to delay things until the last minute but it happens again. The term “procrastination” corresponds to “delaying things until the last minute”, “the concept of rush hour”, “delaying” and “postponing” in Turkish culture and affects many aspects of our lives in a negative way. The concept of procrastination, though having a long history, has been detailed in academic studies only for the last 15-20 years (Milgram et al, 1998). Characterized with insufficient behaviors making decision in one or more areas, identifying priorities, programming and adhering to the program and defined as a way of life which is source of anxiety (Milgram 1991), the behavior of procrastination affects individuals in differing ways in various areas of life. In researches carried out so far, 4 different types of postponing thinks were defined. These are academic procrastination (Milgram et al 1998) known as delaying academic duties (assignment) up to the last minute, daily postponing committed in daily jobs known as having difficulty in programming repeated life tasks and completing them on time (Lay, 1986; Milgram, 1991; Milgram et al 1998), postponing decision-making (Janis and Mann, 1977: Gülba÷layan, 2003), and compelling or nonfunctional postponing behavior known as delaying of both decision-making and fulfilling tasks (Ellis and Knaus, 1977). An examination of scientific studies regarding procrastination demonstrates that the number of studies regarding academic procrastination is higher than those in connection with other dimensions. ( 615) Solomon and Rothblum (1984) describe the tendency of academic procrastination as completing homework, preparing for examinations or term papers at the last minute. There are many reasons underlying the behavior of procrastination negatively affecting university life like all other areas of our lives. According to the studies regarding tendency to procrastination, the reasons were listed as poor time management skills, self-efficacy beliefs, discomfort regarding tasks, personal characteristics (responsibility, perfectionism, and neurotic tendency, etc), irrational thoughts, inability to concentrate, fear of failure, inability to orient objectives of success, lowered self-respect, anxiety, external controlledness, problem-solving skills, unrealistic expectations, and working habits (Alexander and Onwuegbuzie, 2007; Aydo÷an, 2008; BalkÕs, 2006; ÇakÕcÕ, 2003; Ferrari et al 2007; Howell and Watson, 2007; Pfeister, 2002; Senecal et al 2003; Watson, 2001). University life is an outstanding period of development when basic knowledge and attitudes regarding a profession are acquired, and essential achievements regarding personal characteristics and psycho-social normality are expected to be developed and performed at maturity level at the same time as in abstract not clear, I tried to rewrite but I am not sure what the writer means. Academic educational activities refer to intensive activities requiring regular study habits on the basis of the curriculum which includes elements such as exams, assignments, homework, presentations and practical work (pasted from page 1) To successfully manage these activities, individuals are supposed to be aware of their responsibilities and make the necessary effort without postponing. For individuals to be able to cope with academic procrastination and be aware of academic responsibilities and make an endeavour to this end, the factors affecting academic procrastination need to be explored within the concept of causality. Among them are the personal traits such as responsibility, extroversion, perfectionism and obsession. However, there is no study on how these personal traits in total explain academic procrastination. The present research aimed at testing to which degree the academic procrastination behaviour of university students can be explained by perfectionism, obsessive – compulsive and five factor personal traits. 2. Method 2.1. Research Group In order to test the related model aimed at explaining the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personal traits, 265 students from different universities, departments and classes were chosen and the research group was established. 2.2. Data Collection Tools In the present research, in order to determine the students’ tendency to academic procrastination, the “Aitken Academic Procrastination Scale” developed by Aitken and adapted into Turkish by BalkÕs; in order to determine their tendency to perfectionism, “Multidimensional Perfectionism Scale” developed by Frost, Marten, Lahart and Rosenblate (1990) and adapted into Turkish by Özbay and MÕsÕrlÕ - Taúdemir; in order to determine their obsessive – compulsive personal traits, the “Padua Inventory” developed by Sanavio and adapted into Turkish by Beúiro÷lu;

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and in order to determine the five factor personal traits of the students, the “Five Factor Model Personality Scale” developed by BacanlÕ, ølhan and Arslan were used. 3. Findings and Comments The findings and comments of the analysis which was performed in order to test the related model aimed at explaining the academic procrastination behaviour of university students with perfectionism, obsessive – compulsive and five factor personal traits were given place in this part. Table 1: Inter-correlation Coefficients of the Variables Shown in the Model

Academic Procrastination

1 1

2

1.

3

4

5

6

2.

Extroversion

-,293**

1

3.

Responsibility

-,406**

,584**

1

4.

Order

-,282**

,319**

,489**

1

5.

Criticizing Family

,254**

-,077

-,080

-,130*

1

6.

Contemplation

,160*

-,103

,018

,008

,369**

1

7.

Tendency to Control

-,010

,060

,246**

,261**

,281**

,593**

7

1

N= 265, **p< ..001, *p .05

When Table 1 is analysed, it is seen that Academic procrastination is significantly associated with extroversion, responsibility, personal traits and “order” sub-dimension of perfectionism in a negative way. When literature is examined, it is seen that the results obtained in the present research are supported. (McCown, Petzel, and Rupert., 1987; Ferrari, 1992; Martin et al., 1996; Lay, Kovacs and Danto, 1998; Lee et al., 2006 ; Johnson and Bloom, 1995; Moon and Illingworth, 2005; Watson, 2001) On the other hand, it is seen that academic procrastination is significantly associated with “criticizing one’s family” sub-dimension of perfectionism and the “contemplation” sub-dimension of obsessivity in a positive way. No statistically significant relationship was found between the “tendency to control” sub-dimension of obsessivity and academic procrastination. In the conceptual model which was suggested in order to explain academic procrastination behaviour, personal traits (extroversion and responsibility), perfectionism (order and criticizing one’s family) and obsessive thought (contemplation and controlling) are exogen variables. In order to test the suggested conceptual model, a path analysis was performed and the data related to the coefficients of concordance of the model are given in Table 2. Table 2: The coefficients of Concordance of the Final Model Chi-Square/Freedom Degree (X2 /sd)

1.11

Square root of the Estimation Error Average of Squares (RMSEA)

.021

Normified Fit Index (NFI)

.98

Comparative Fit Index (CFI)

1.00

Goodness of Fit Index (GFI)

.99

Adjusted Goodness of Fit Index (AGFI)

.97

It is seen that the obtained coefficients of concordance related to the final model are above the accepted level. That Chi-Square result is 0-5, RMSEA is below .05, NFI, CFI, GFI and AGFI are above .90 shows that the model fits at a high level. The finding related to the direct, indirect and total effects of the independent variables in the model on academic procrastination behaviour are given below.

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Figure 2: Final Model

The two sub-dimensions (order and criticizing one’s family) of extroversion and perfectionism which are the personal traits suggested in the conceptual model did not predict academic procrastination in a statistically significant way. When literature is analyzed, it is seen that this result obtained in the present research is not supported. As a result of the present research, while it is seen that there is a statistically significant relationship between extroversion, one’s critical perceiving his family and academic procrastination, when these two variables enter in the model, the result of the research can be interpreted as that other variables contributed the model more. The strongest predictors of academic procrastination are the responsibility from personal traits (ȕ= -.32) and the contemplation which is the sub-dimension of obsessive thought (ȕ= .18). It is seen that this result obtained between


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responsibility and academic procrastination is supported by literature (Johnson and Bloom, 1995; Lee et al., 2006). No result was obtained in the present research, which supports or does not support the result that the contemplation obsession trait predicts academic procrastination. The result can be interpreted as one’s always lost in thought obstruct him to deal with his academic tasks and therefore he procrastinate his tasks. References Alexander, E., Onwuegbuzie, A. (2007). Academic procrastination and the Role of Hope as a Coping Strategy. Personality and Individual Differences. 42, 1301–1310. Aydo÷an, D. (2008). Akademik Erteleme DavranÕúlarÕnÕn Benlik SaygÕsÕ, Durumluluk KaygÕ Ve Öz-Yeterlik øle AçÕklanabilirli÷i. YayÕnlanmamÕú Yüksek Lisans Tezi. Ankara: Gazi Üniversitesi, E÷itim Bilimleri Enstitüsü. BacanlÕ, H., ølhan, T., & Arslan, S. (2007). Beú Faktör KuramÕna DayalÕ Bir Kiúilik Ölçe÷inin Geliútirilmesi. IX. Ulusal Psikolojik DanÕúma ve Rehberlik Kongresi. 17-19 Ekim, øzmir. BalkÕs, M. (2006). Ö÷retmen AdaylarÕnÕn DavranÕúlarÕndaki Erteleme E÷iliminin, Karar Verme TarzlarÕ ile øliúkisi. YayÕnlanmamÕú Doktora Tezi. øzmir: Dokuz Eylül Üniversitesi, E÷itim Bilimleri Enstitüsü. BalkÕs, M. (2007). Ö÷retmen AdaylarÕnÕn DavranÕúlarÕndaki Erteleme E÷iliminin, Karar Verme Stilleri ile øliúkisi. Pamukkale Üniversitesi E÷itim Fakültesi Dergisi. 1, 21, 67. Beúiro÷lu, L. ve ArkadaúlarÕ (2005). Obsesif-Kompulsif Belirtilerin De÷erlendirilmesi: Padua Envanteri’nin Türk Toplumunda Geçerlik ve Güvenilirli÷i. Türk Psikiyatri Dergisi. 16 (3), 179-189. Burger, J., M. (2006). Kiúilik. Çev. ønan Deniz Erguvan SarÕo÷lu. østanbul, Kaknüs YayÕncÕlÕk. Burka, J. B., & Yuen, L. M. (1983). Procrastination: Why you do it, what to do about it. Reading, MA: Addison-Wesley. Ellis, A., & Knaus, W. J. (1977). Overcoming procrastination. New York: Signet Books.. Ferrari, J. & ArkadaúlarÕ (2007). Examing the Self of Chronic Procrastinators: Actual, Ought and Undesired Attributes. Personality and Individual Differences. 5(2), 115–123. Gülba÷layan, C., (2003). Ö÷retmenlerin øúleri Son Ana Erteleme E÷ilimlerinin, Mesleki Yeterlilik AlgÕlarÕ, Mesleki Deneyimleri Ve BranúlarÕ BakÕmÕndan KarúÕlaútÕrÕlmasÕna Yönelik Bir AraútÕrma. YayÕnlanmamÕú Yüksek Lisans Tezi. Ankara: Ankara Üniversitesi, E÷itim Bilimleri Enstitüsü. Howell, A. And Watson, D. C. ( 2007 ). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167–178 Johnson, J. L., & Bloom, A. M. (1995). An analysis of the contribution of the five factors of personality to variance in academic procrastination. Personality ve Individual Differences, 18, 127-133. Lay, C. H. (1986). “At last, my research article on procrastination.” Journal of Research in Personality, 20, 474-495. Lay, C., Kovacs, A.& Danto, D. (1998 ). The relation of trait procrastination to the big-five factor conscientiousness: an assessment with primaryjunior school children based on self-report scales. Personality and Individual Differences 25, 187-193. Martin, T. R., & ArkadaúlarÕ (1996). Personality Correlates of Depression and Health Symptoms: A Test of a Self- Regulation Model. Journalof Research in Personality, 30, (2), 264-277. Milgram, N, Mey-Tal, G. & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25, 297-3 16. Milgram, N. A. (1991). Procrastination. Encyclopedia of Human Biology. Vol. 6, (New York, Academic Press) pp. 149-155 Moon, S., & Illingworth, A., (2005). Exploring the dynamic nature of procrastination: A latent growth curve analysis of academic procrastination. Personality and Individual Differences. 38, 297–309. Onwuegbuzie, A. J. (2004) “Academic Procrastination and Statistics Anxiety”. Assessment & Evaluation in Higher Education. 29, 1, 3-19. Özbay, Y. & MÕsÕrlÕ-Taúdemir, Ö. (2003). Çok Boyutlu Mükemmeliyetçilik Ölçe÷i: Geçerlik ve Güvenirlik ÇalÕúmasÕ. VII. Ulusal Psikolojik DanÕúma ve Rehberlik Kongresi, 9-11 Temmuz, Malatya Pfister, T. (2002). The Effect of Self-Monitoring on academic Procrastination, Self Eficacy and Achievement. The Florida State University College of Education. Florida. Sene´cal, C., JulÕen, E. & Guay, F., (2003) Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology. 33, 135–145. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509. Yelbo÷a, A., (2006). Kiúilik Özellikleri ve øú PerformansÕ ArasÕndaki liúkininøcelenmesi. “øú,Güç” Endüstri øliúkileri ve ønsan KaynaklarÕ Dergisi, 2, 1303-2860 Watson, D. C. (2001). Procrastination and the Five-Factor Model: A Facet Level Analysis. Personality and Individual Differences 30 (1) 149-158