Procrastination In Undergraduates: Academic Resilience as the Mediator in the Relationship between Perceived Parental Warmth and Academic Procrastination
  • Procrastination in Undergraduates

    Procrastination in Undergraduates

    Do students procrastinate more because they lack academic resilience, even if their parents were warm and supportive?

  •  

    Hello! Welcome to this survey! 

       

     I am

    Abigail Ng Xia Yie (1002268687), a final-year psychology degree student at UCSI University, Kuala Lumpur.

    I am currently working on my final year project with the title of:

    "Procrastination in Undergraduates:

    Academic Resilience as the Mediator in the Relationship Between Perceived Parental Warmth and Academic Procrastination Among Undergraduates."

     

     You have been

    invited to take part in this research study by completing a survey. Please take some time to read the following information about this research study before giving your consent to participate on the next page. If there is anything you are uncertain of, please don't hesitate to ask questions (refer contact information below).

    Thank you for reading this!

     

    Please take a minute to read the following information about this research study before giving your consent to participate on the next page:

     

    1.   Why is this study being done?

    This study aims to understand how academic procrastination among undergraduates is linked to their perceived parental warmth and academic resilience.

    By studying this relationship, we can better identify risk factors and suggest improved intervention and support programs for undergraduates in mitigating their academic procrastination issues, which negatively affect their academic performance and psychological well-being.

     

    2. Who is organising and funding this study?

    This research is carried out as part of a BA (Hons) Psychology’s Degree requirement at UCSI University. The study is self-funded by the student researcher with supervision from academic staff/lecturer.

     

    3. Why have I been invited?

    You have been invited to take part in this study because you meet the criteria for:

    1. Undergraduate student pursuing bachelor's degrees

    2. Aged 18-25

    3. Able to read and understand English

     

    4. Do I have to take part?

    Participation in the study is completely voluntary. In addition, you are also free to stop at any time without facing consequences and are not under any obligation to continue.

     

    5. What is the study procedure?

    You are be invited to give consent in the informed consent on the next page and complete a questionnaire that focuses on your experiences and perceptions as an undergraduate student. The questionnaire will take approximately 20 minutes of your time. It will consists of 4 sections following the informed consent.

    A. Demographic Information

    B. Perceptions of Parents Scale 

    C. Academic Resilience Scale

    D. Academic Procrastination Scale

    E. *Your Scoring

     *To make this survey a little more engaging, you’ll get to see your scores on the academic resilience and academic procrastination scales at the end of the questionnaire. You’ll also receive a customized positive message based on your results — feel free to check it out at the end of the questionnaire after submitting your responses! 

     

    6. What are the potential risks and benefits of participating?

    The risk associated with this study is unlikely to be higher than the minimal risk or risk associated with daily activities.

    Although there may be no immediate benefits, your participation will help improve the understanding of how perceived parental warmth and academic resilience relate to academic procrastination among undergraduates.

    Besides, your contribution will advance this field of study and may lead to the development of effective methods or interventions to address academic procrastination issues among undergraduates. 

     

    7. Will my participation be kept confidential?

    Your responses will be kept confidential and used for research purposes only. No individual responses will be shared and all data collected for this study will be stored securely in laptop. Your participation will remain anonymous too.

     

    8. Contact information

    Should you have any questions or concerns about the study, you are welcome to contact:

    (Student Researcher)

    Abigail Ng Xia Yie,1002268687@ucsiuniversity.edu.my OR

    (Research Supervisor)

    Dr. Saeid Motevalli, saeid@ucsiuniversity.edu.my 

     

     

     

  • Informed Consent

    Kindly tick the box below to give your consent to join this survey. Much thanks!

  • Section A: Demographic Information

    This section contains questions regarding your demographic information. Please indicate your response by placing a tick (✓) or filling up the space provided.
  • Age*
  • Gender*
  • Are you currently pursuing a Degree program in a college or university?*

  • Section B: POPS (Mother Warmth & Father Warmth Subscales only) (Grolnick et al., 1991; Robbins, 1994)

    This section contains questions that measure how much warmth you feel you are currently receiving from your parents (NOT during childhood). Please read the instructions below carefully before answering. Thank you!

  • Thoughts about My Parents

     Please answer the following questions about your mother and your father.

    *If you do not have any contact with one of your parents (for example, your father):

    1. but there is another adult of the same gender living with
      your house (for example, a stepfather) then please answer the questions about that other adult.
    2. there is not another adult of that same gender with whom you live, then leave the questions about that parent blank.

  • Response scale:

    1 = Not at all true
    2 = Mostly not true
    3 = Slightly not true
    4 = Somewhat true
    5 = Moderately true
    6 = Mostly true
    7 = Very true

  • First, questions about your mother.

    Please based on your *CURRENT PERCEPTIONS* of her, not during childhood.
  • 1. My mother accepts me and likes me as I am.*
  • 2. My mother clearly conveys her love for me.*
  • 3. My mother makes me feel very special.*
  • 4. My mother is often disapproving and unaccepting of me.*
  • 5. My mother is typically happy to see me.*
  • 6. My mother seems to be disappointed in me a lot.*

  • Now, questions about your father.

    Please based on your *CURRENT PERCEPTIONS* of him, not during childhood.
  • 1. My father accepts me and likes me as I am.*
  • 2. My father clearly conveys his love for me.*
  • 3. My father makes me feel very special.*
  • 4. My father is often disapproving and unaccepting of me.*
  • 5. My father is typically happy to see me.*
  • 6. My father seems to be disappointed in me a lot.*

  • Section C: ARS-30(Cassidy, 2015)

    In this section, please IMAGINE yourself in the academic situation described below and respond based on how you think you would react.

  • Please read the paragraph in the box below and do your best to imagine that you are in the situation being described:

    You have received your mark for a recent assignment and it is a 'fail'. The marks for two other recent assignments were also poorer than you would want, as you are aiming to get as good a degree as you can , because you have clear career goals in mind and don't want to dissapoint your family.

    The feedback from the tutor for the assignment is quite critical, including reference to 'lack of understanding' and 'poor writing and expression', but it also includes ways that the work could be improved. Similar comments were made by the tutors who marked your other two assignments.

    If you were in the situation described above, how do you think you would react? 

    Response Scale:

    1 (strongly AGREE)

    2 (Agree)

    3 (Neutral)

    4 (Disagree)

    5 (strongly DISAGREE) 

    based on how much you think each statement describes how you personally would react.

  • 1. I would not accept the tutors’ feedback.*
  • 2. I would use the feedback to improve my work*
  • 3. I would just give up.*
  • 4. I would use the situation to motivate myself.*
  • 5. I would change my career plans.*
  • 6. I would probably get annoyed*
  • 7. I would begin to think my chances of success at university were poor.*
  • 8. I would see the situation as a challenge.*
  • 9. I would do my best to stop thinking negative thoughts.*
  • 10. I would see the situation as temporary.*
  • 11. I would work harder.*
  • 12. I would probably get depressed.*
  • 13. I would try to think of new solutions.*
  • 14. I would be very disappointed.*
  • 15. I would blame the tutor.*
  • 16. I would keep trying.*
  • 17. I would not change my long-term goals and ambitions.*
  • 18. I would use my past successes to help motivate myself.*
  • 19. I would begin to think my chances of getting the job I want were poor.*
  • 20. I would start to monitor and evaluate my achievements and effort.*
  • 21. I would seek help from my tutors.*
  • 22. I would give myself encouragement.*
  • 23. I would stop myself from panicking.*
  • 24. I would try different ways to study.*
  • 25. I would set my own goals for achievement.*
  • 26. I would seek encouragement from my family and friends.*
  • 27. I would try to think more about my strengths and weaknesses to help me work better.*
  • 28. I would feel like everything was ruined and was going wrong.*
  • 29. I would start to self-impose rewards and punishments depending on my performance.*
  • 30. I would look forward to showing that I can improve my grades.*

  • Section D: APS-25 (McCloskey, 2011)

    You're at the last section now! This section contains questions that measure your current level of academic procrastination based on your habits and routines as a student. Your response will be kept anonymous and confidential, and no one else can check your score at the end of the questionnaire except you. So, don’t worry! Your responses will not be judged in any way. Just take a moment to reflect and answer the questions truthfully.

  • The following questions assess your habits and routines as a student.

    Please answer the following as they apply to yourself.

    How much do you, yourself, agree to the following statements? 

    Response Scale:

    1 (Disagree) to  5 (Agree)

  • 1. I usually allocate time to review and proofread my work.*
  • 2. I put off projects until the last minute.*
  • 3. I have found myself waiting until the day before to start a big project.*
  • 4. I know I should work on school work, but I just don't do it.*
  • 5. When working on schoolwork, I usually get distracted by other things.*
  • 6. I waste a lot of time on unimportant things.*
  • 7. I get distracted by other, more fun, things when I am supposed to work on schoolwork.*
  • 8. I concentrate on school work instead of other distractions.*
  • 9. I can't focus on schoolwork or projects for more than an hour until I get distracted.*
  • 10. My attention span for schoolwork is very short.*
  • 11. Tests are meant to be studied for just the night before.*
  • 12. I feel prepared well in advance for most tests.*
  • 13. "Cramming" and last-minute studying is the best way that I study for a big test.*
  • 14. I allocate time so I don't have to "cram" at the end of the semester.*
  • 15. I only study the night before exams.*
  • 16. If an assignment is due at midnight, I will work on it until 11:59.*
  • 17. When given an assignment, I usually put it away and forget about it until it is almost due.*
  • 18. Friends usually distract me from schoolwork.*
  • 19. I find myself talking to friends or family instead of working on schoolwork.*
  • 20. On the weekends, I make plans to do homework and projects, but I get distracted and hang out with friends.*
  • 21. I tend to put off things for the next day.*
  • 22. I don't spend much time studying school material until the end of the semester.*
  • 23. I frequently find myself putting important deadlines off.*
  • 24. If I don't understand something, I'll usually wait until the night before a test to figure it out.*
  • 25. I read the textbook and look over notes before coming to class and listening to a lecture or teacher.*

  • YOUR SCORING:

    The scores provided below do not define or label who you are. Kindly read the disclaimer below to understand the significance of the scores. Thank you for staying with the survey until the end!

  • DISCLAIMER: 

    1. Please note that the scores provided represent general indicators of your current tendencies in academic resilience and procrastination based on your responses. Results may vary depending on your current circumstances, mood, and environment. They should NOT be interpreted as a professional evaluation or psychological diagnosis.
    2.  The instruments (scales) used in this questionnaire were originally developed for research and educational purposes only, NOT for clinical or diagnostic use. These measured scores are meant to encourage personal awareness, or reflection, as well as personal growth, NOT to define who you are or to represent fixed, permanent traits.
    3. If you have ongoing concerns about your motivation, stress, or emotional well-being, you are encouraged to consult a qualified mental health professional or counselor for personalized support.

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