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 · 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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Students' Causal Perception For Their Achievement

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