Academic Procrastination and Students' Causal Perception For Their Achievement at Awassa Tabor Senior Scondary School (Sex and Grade Difference)
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Date
2014-06
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Addis Ababa University
Abstract
This study focused on the problem of procrastination and causal perception or
attribution with regard to high school students. Thus, its purposes were to
investigate sex difference in academic procrastination and causal perception of
achievement, to examine the extent uf r elationship of achievement to the
components of academic procrastination and causal attribution of success or
failure , to examine the extent of relationship of academic procrastination to
causal perception, and to examine the extent of achievement variation that is
accounted for academic procrastination and causal perception of success or
failure.
A sample of 499 and 372 students of Tabor High School (9-12) were
participated in the study for academic procrastination and causal attribution
scales respectively. The data was analyzed through independent t-test, Pearson
correlations and multiple regression analysis.
The independent t-test analysis showed statistically significant sex
difference in procrastinating behaviors and explanation of success. There is no
significant sex difference in attribution of failure . The Pearson correlation
coefficients depicted: statistically significant positive correlation between
achievement and internal explanation of success, statistically significant
ncgativc correlation betwcen achievcmcnt and internal explanation of failure at ยท
grade 9, statistically significant positive correlation between relaxed type of
procrastinating behaviors and internal explanation of failure, and relaxed type
of procrastinating behavior and external explanation of failure at grade 9 . The
.nultiple regression analysis also indicated that 11.5 percent of the variation of
achievement is explained to the linear combination of academic procrastination
and causal perception of success and that 10.7 percent of the variation in the
achievement is attributed to the linear combination of academic procrastination
and cau sal perception of failure at the combined grou p .
Therefore, Tabor h igh school students' achievement seems to be influenced
by academic procrastination and causal p erception of success or failure.
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Keywords
Students' Causal Perception For Their Achievement