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"Academic procrastination was often doing by college students (Ellis & Knaus, in Solomon & Rothblum, 1984). One of the factors that influence academic procrastination is how the people look themself. The person who look themself poorly and engage with fear of failure have a tendency to avoid evaluating with others (Vohs & Heatherton, 2004). Social comparison constructed into two dimensions are ability and opinion (Gibbons & Buunk, 1999). So, the researcher conducted a study to find the relationship between social comparison and academic procrastination among college students. Social comparison is measured using Iowa-Netherlands Comparison Orientation Measureproposed (INCOM) and academic procrastination is measured using Procrastination Assessment Scale for Students (PASS). The participants of this study are 211 participants (150 female," "61 male) that selected by non-random sampling (accidental sampling). The result show that in general, there is no significant relationship between social comparison about ability dimension and academic procrastination (R= 0,116; p=0,120). Then, there’s a significant relationship between social comparison about opinion dimension and academic procrastination (R= -0,191; p= 0,0110, significant at los 0,05).

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Academic procrastination was often doing by college students (Ellis & Knaus, in Solomon & Rothblum, 1984). One of the factors that influence academic procrastination is how the people look themself. The person who look themself poorly and engage with fear of failure have a tendency to avoid evaluating with others (Vohs & Heatherton, 2004). Social comparison constructed into two dimensions are ability and opinion (Gibbons & Buunk, 1999). So, the researcher conducted a study to find the relationship between social comparison and academic procrastination among college students. Social comparison is measured using Iowa-Netherlands Comparison Orientation Measureproposed (INCOM) and academic procrastination is measured using Procrastination Assessment Scale for Students (PASS). The participants of this study are 211 participants (150 female, 61 male) that selected by non-random sampling (accidental sampling). The result show that in general, there is no significant relationship between social comparison about ability dimension and academic procrastination (R= 0,116; p=0,120). Then, there’s a significant relationship between social comparison about opinion dimension and academic procrastination (R= -0,191; p= 0,0110, significant at los 0,05)."

"Penelitian ini bertujuan untuk melihat hubungan antara konsep diri akademik dengan prokrastinasi akademik pada mahasiswa. Sekelompok mahasiswa S1 reguler di Fakultas Psikologi Universitas Indonesia (N = 107) diberikan dua kuesioner self-report. Kuesioner pertama dirancang untuk mengukur konsep diri dalam empat ranah dasar pendidikan tinggi: Membaca tulisan ilmiah, menulis laporan ilmiah, menggunakan komputer, dan membaca atau berbicara bahasa Inggris. Kuesioner lain merupakan adaptasi dari Procrastination Assessment Scale for Students (PASS) (Solomon & Rothblum, 1994) yang mengukur aspek frekuensi dan aspek masalah dari perilaku prokrastinasi dalam tujuh aktivitas akademik. Ditemukan bahwa konsep diri akademik memiliki hubungan yang signifikan dan bernilai negatif dengan prokrastinasi akademik.Hasil ini mendukung penelitian-penelitian sebelumnya mengenai perilaku mengerjakan tugas pada subyek yang memiliki konsep diri negatif. Hasil-hasil tambahan menandakan adanya hubungan yang lemah dan bernilai negatif antara prokrastinasi akademik dan Indeks Prestasi Kumulatif (IPK), tidak adanya hubungan antara konsep diri akademik dan IPK, dan sedikit perbedaan antar angkatan mahasiswa dalam skor konsep diri akademik dan prokrastinasi akademiknya. Untuk penelitian-penelitian selanjutnya, disarankan untuk melihat pengaruh aktivitas akademik berkelompok dan konsep diri sosial terhadap prokrastinasi akademik.

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This present study investigated the relationship between academic selfconcept and academic procrastination in college students. A group of undergraduate students (N = 107) from the Faculty of Psychology, University of Indonesia was administered two self-report questionnaires. One questionnaire is designed to measure self-concept in four basic domains of higher learning: Reading scientific papers, writing scientific reports, using computers, and reading or speaking English language. Another questionnaire is an adaptation of Procrastination Assessment Scale for Students (PASS) (Solomon & Rothblum, 1994) which measures the frequency aspect and the problematic aspect of procrastinating behavior in seven academic activities. Academic self-concept was found to be significantly and negatively related with academic procrastination.

This result was supported by previous studies about task-related behaviors in subjects with negative self-concept. Additional results indicated a weak and inverted relationship between academic procrastination and Grade Point Average (GPA), a lack of correlation between academic self-concept and GPA, and a weak difference between college levels in their academic self-concept and academic procrastination scores. Further studies concerning the effects of group academic activities and social self-concept on academic procrastination were advised."

"Kecurangan akademik dan prokrastinasi akademik merupakan fenomena yang sering dijumpai pada kalangan mahasiswa. Perkembangan teknologi internet yang pesat memungkinkan kecurangan akademik semakin mudah dilakukan oleh mahasiswa. Penelitian ini merupakan replikasi penelitian terdahulu yang melihat hubungan antara prokrastinasi akademik dan kecurangan akademik namun pada konteks yang berbeda, yaitu dengan internet. Partisipan pada penelitian ini berjumlah 118 yang merupakan mahasiswa S1 di Indonesia berusia 18-25 tahun. Penelitian ini menggunakan desain korelasional dengan teknik analisis Pearson untuk mengetahui hubungan antara prokrastinasi akademik dan kecurangan akademik dengan internet. Prokrastinasi akademik diukur dengan Academic Procrastination Scale (APS), sedangkan kecurangan akademik dengan internet diukur menggunakan Internet-Triggered Academic Dishonesty Scale (ITADS). Hasil penelitian menunjukkan bahwa prokrastinasi akademik berhubungan secara positif dan signifikan dengan kecurangan akademik dengan internet, r(116) = 0,421, p < 0,001, one-tailed. Temuan penelitian diharapkan mampu untuk memberikan informasi terkait hubungan prokrastinasi akademik dan kecurangan akademik dengan internet.

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Academic dishonesty and academic procrastination are phenomena that are often found among students. The rapid development of internet technology makes it easier for students to commit academic dishonesty. This research is a replication of previous research which looked at the relationship between academic procrastination and academic dishonesty but in a different context, namely the internet. There were 118 participants in this research who were undergraduate students in Indonesia aged 18-25 years. This research used a correlational design with Pearson analysis technique to determine the relationship between academic procrastination and academic dishonesty with internet. Academic procrastination was measured using the Academic Procrastination Scale (APS), while academic dishonesty with the internet was measured using the Internet-Triggered Academic Dishonesty Scale (ITADS). The results showed that academic procrastination was positively and significantly related to academic dishonesty with internet, r(116) = 0.421, p < 0.001, one-tailed. It is hoped that the research findings will be able to provide information regarding the relationship between academic procrastination and academic dishonesty with the internet.

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"Penelitian ini dilakukan untuk mengetahui hubungan antara prokrastinasi akademik dan optimisme pada mahasiswa di Universitas Indonesia. Prokrastinasi akademik didefinisikan sebagai penundaan yang disengaja dalam menyelesaikan tugas-tugas yang berhubungan dengan akademis dan mungkin disebabkan oleh takut akan kegagalan, kecenderungan untuk menunda pengerjaan tugas yang diperlukan dalam mencapai suatu tujuan, pengelolaan waktu yang buruk, atau ketidaksukaan terhadap tugas tertentu. Optimisme didefinisikan sebagai keyakinan secara umum akan adanya hasil yang baik. Pengukuran prokrastinasi akademik menggunakan alat ukur Procrastination Assessment Scale for Students (PASS) yang disusun oleh Solomon dan Rothblum (1984). Pengukuran optimisme menggunakan alat ukur Life Orientation Test-Revised (LOT-R) yang disusun oleh Carver dan Scheier (1994). Partisipan penelitian berjumlah 669 mahasiswa di Universitas Indonesia. Melalui teknik statistik Pearson Correlation, diketahui bahwa terdapat hubungan negatif antara prokrastinasi akademik dan optimisme yang signifikan. Melalui teknik statistik one way anova, diketahui bahwa tidak terdapat perbedaan tingkat prokrastinasi akademik berdasarkan semester, namun terdapat perbedaan tingkat prokrastinasi akademik berdasarkan fakultas. Tidak terdapat perbedaan tingkat optimisme berdasarkan semester ataupun fakultas.

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This research was conducted to find the correlation between academic procrastination and optimism among students in University of Indonesia. Academic procrastination defined as intentional delay in completing academic-related tasks and may result from a fear of failure, a tendency to postpone tasks necessary to achieve a specific goal, poor time management, or task aversiveness. Optimism defined as expectations that good things will happen. Academic procrastination was measured using an instrument named Procrastination Assessment Scale for Students (PASS) made by Solomon and Rothblum (1984). Optimism was measured using Life Orientation Test-Revised (LOT-R) made by Carver and Scheier (1994). Participants of this research were 669 students in Universitas Indonesia. The Pearson Correlation indicates negative significant correlation between academic procrastination and optimism. The One Way Anova analysis indicates no differences in academic procrastination based on semester, but there is differences in academic procrastination based on faculty. There is no differences in optimism based on semester and faculty."

"Menjadi mahasiswa di perguruan tinggi terbaik di Indonesia merupakan suatu tantangan tersendiri bagi beberapa orang. Demotivasi misalnya, tidak dapat dihindarkan ketika menjadi mahasiswa karena melihat sesama teman perkuliahan yang memiliki prestasi lebih baik. Tujuan dari penelitian ini adalah untuk melihat apakah terdapat hubungan antara academic social comparison dan rasa bersyukur pada mahasiswa Universitas Indonesia. Penelitian ini merupakan penelitian kuantitatif. Pengukuran variabel dalam menggunakan alat ukur Social Comparison menggunakan Iowa-Netherland Comparison Orientation (INCOM) Scale oleh Gibbons & Buunk (1999) yang sudah diadaptasi ke dalam konteks akademis dan alat ukur rasa bersyukur menggunakan Gratitude-Questionnaire-6 item (GQ-6) oleh McCullough, Emmons, dan Tsang (2002). Terdapat 305 responden yang terdiri atas mahasiswa UI. Hasil penelitian menunjukkan hubungan yang tidak signifikan antara academic social comparison dan rasa bersyukur pada mahasiswa UI.

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Being a student in the best university in Indonesia become a challenge for some people. Demotivated can not be avoided when you are a college student at Univesitas Indonesia (UI) because of seeing other fellow students who had a better performance. The purpose of this study was to investigate the correlation between academic social comparison and gratitude among college students in UI. This research was a quantitative research. Academic social comparison was measured by Iowa-Netherland Comparison Orientation (INCOM) Scale constructed by Gibbons & Buunk (1999) that has been adapted to academic context. Gratitude was measured by Gratitude Questionnaire 6 items (GQ-6) constructed by McCullough, Emmons, & Tsang (2002). There were 305 respondents that consist of UI's students. The result of the study show that there is no significant correlation between academic social comparison and gratitude among college students in Universitas Indonesia."

"Perilaku prokrastinasi akademik umum terjadi pada mahasiswa, diperkirakan sebanyak 70% mahasiswa melakukan prokrastinasi akademik. Maka dari itu, penting untuk diteliti lebih lanjut mengenai faktor-faktor yang berkaitan agar dapat menambah pengetahuan dalam rangka menangani prokrastinasi akademik. Penelitian korelasional ini bertujuan untuk mengonfirmasi kemungkinan peran coping adaptif sebagai mediator dalam hubungan antara conscientiousness dan prokrastinasi akademik, yang hingga saat ini belum diteliti pada mahasiswa Indonesia. Penelitian korelasional ini dilakukan dengan pengumpulan data yang menggunakan kuesioner daring. Semua alat ukur yang digunakan telah diadaptasi ke dalam Bahasa Indonesia, yaitu Academic Procrastination Scale (Dzakiah & Widyasari, 2021) untuk mengukur prokrastinasi akademik, IPIP-BFM 50 (Akhtar & Azwar, 2019) untuk mengukur conscientiousness, dan COPE (Widiastari & Suwartono, 2021) untuk mengukur coping adaptif. Sebanyak 238 mahasiswa S1 usia 18-25 dari berbagai daerah berpartisipasi dalam mengisi kuesioner. Berdasarkan analisis regresi berganda ditemukan bahwa semakin tinggi conscientiousness dan coping adaptif maka semakin rendah tingkat prokrastinasi akademik individu. Akan tetapi, coping adaptif tidak memediasi hubungan conscientiousness dalam memprediksi prokrastinasi akademik. Conscientiousness merupakan faktor yang kuat dalam memprediksi prokrastinasi akademik.

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Academic procrastination behavior is common among students, it is estimated that as many as 70% of students do academic procrastination. Therefore, it is important to investigate further about the related factors in order to increase knowledge in dealing with academic procrastination. This correlational study aims to confirm the possible role of adaptive coping as a mediator in the relationship between conscientiousness and academic procrastination, which has not been studied in Indonesian students until now. Data was collected using an online questionnaire. All instruments already adapted to Bahasa Indonesia, namely the Academic Procrastination Scale (Dzakiah & Widyasari, 2021) to measure academic procrastination, IPIP-BFM 50 (Akhtar & Azwar, 2019) to measure conscientiousness, and COPE (Widiastari & Suwartono, 2021) to measure adaptive coping. A total of 238 respondents which are undergraduate students aged 18 - 25 participated in completing the online questionnaire. Based on multiple regression analysis, it was found that the higher the conscientiousness and adaptive coping in someone, the lower the level of academic procrastination they have. However, adaptive coping does not mediate the relationship of conscientiousness in predicting academic procrastination. Conscientiousness is a strong factor in predicting academic procrastination."

"Perubahan metode pembelajaran pada mahasiswa dari tatap muka menjadi Pembelajaran Jarak Jauh (PJJ) dapat mengakibatkan berbagai masalah pada mahasiswa, antara lain masalah academic burnout yang ditandai oleh kondisi kelelahan fisik, perilaku sinis yang ditandai dengan menurunnya motivasi, dan kurangnya efikasi diri yang disebabkan oleh banyaknya tuntutan akademik (Schaufeli et al., 2002). Salah satu faktor yang dapat memengaruhi academic burnout mahasiswa adalah perilaku prokrastinasi akademik. Penelitian ini ingin melihat hubungan antara prokrastinasi akademik dan academic burnout di situasi PJJ selama pandemi Covid-19. Pengukuran academic burnout dilakukan dengan menggunakan Maslach Burnout Inventory Student Survey (MBI-SS), sedangkan pengukuran prokrastinasi akademik dilakukan dengan menggunakan Academic Procrastination Scale-Short Form (APS-S). Partisipan penelitian ini adalah mahasiswa Fakultas Psikologi Universitas Indonesia (N=201; perempuan = 82.6%). Hasil analisis Pearson Correlation menunjukkan bahwa terdapat hubungan positif yang signifikan antara prokrastinasi akademik dan academic burnout pada mahasiswa Fakultas Psikologi Universitas Indonesia r(201)= .19, p < 0.01. Kemudian, terdapat hubungan yang signifkan antara prokrastinasi akademik dan dimensi academic burnout yaitu exhaustion r(201) = .35, p < 0.01, cynicism r(201) = .36, p < 0.01, dan academic inefficacy r(201) = .46, p < 0.01. Temuan penelitian ini memberi masukan bahwa perilaku prokrastinasi akademik berhubungan dengan adanya kecenderungan academic burnout mahasiswa.

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Changes in learning methods for students from offline to distance learning (PJJ) can cause various problems for students, including academic burnout which are characterized by physical exhaustion, cynical behavior marked by decreased motivation, and lack of self-efficacy caused by academic demands (Schaufeli et al., 2002). One factor that can influence student academic burnout is academic procrastination. This study wants to examine the relationship between academic procrastination and academic burnout during the PJJ situation. Measurement of academic burnout was carried out using Maslach Burnout Inventory Student Survey (MBI-SS), whereas measurement of academic procrastination was carried out using Academic Procrastination Scale-Short Form (APS-S). The participants of this study were students of the Faculty of Psychology, University of Indonesia (N=201; female = 82.6%). Pearson Correlation analysis shows that there is a significant positive correlation between academic procrastination and academic burnout r(201)= .19, p < 0.01. Furthermore, there is a significant correlation between academic procrastination and the dimensions of academic burnout, namely exhaustion r(201) = .35, p < 0.01, cynicism r(201) = .36, p < 0.01, and academic inefficacy r(201) = .46 , p < 0.01. Findings of this study provide input that academic procrastination is related to the tendency of academic burnout."

"Penelitian ini bertujuan untuk mengetahui hubungan antara social comparison dan citra tubuh pada mahasiswa. Pengukuran social comparison menggunakan alat ukur Body Comparison Scale milik Fisher, Dunn, & Thompsom (2002). Untuk pengukuran citra tubuh menggunakan alat ukur MBSRQ dari Thomas Cash (1989). Partisipan berjumlah 102 responden mahasiswa dengan rentang usia 18 sampai 29 tahun. Hasil penelitian ini menunjukkan tidak terdapat hubungan yang signifikan antara social comparison dan citra tubuh pada mahasiswa. (r=0,121; p=0,210). Hasil penelitian ini diharapkan dapat menjadi data dasar dalam mengembangkan penelitian selanjutnya mengenai social comparison dan citra tubuh.

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This research was conducted to find the correlation between social comparison and body image among college students. Social comparison was measured using instrument of Body Comparison Scale from Fisher, Dunn, & Thompsom (2002). Body image was measured using instrument of MBSRQ from Thomas Cash (1989). The participants of this research are 102 responden of college studets who have emerging adulthood ages, 18 until 29 years old (r=0,121; p=0,210). The main results of this study showed no significant relationship between social comparison and body image among college students. The results of this study are expected to be the basis of data in developing further research on social comparison and body image."

"Academic burnout merupakan masalah yang seringkali terjadi pada mahasiswa rumpun kesehatan. Hal ini ditandai dengan kelelahan emosional, depersonalisasi, dan ketidakmampuan dalam mengikuti kegiatan akademik. Perilaku prokrastinasi akademik dan perfeksionisme merupakan faktor yang dapat memengaruhi academic burnout. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara prokrastinasi akademik dan perfeksionisme dengan academic burnout pada mahasiswa Rumpun Ilmu Kesehatan. Penelitian ini melibatkan 108 mahasiswa sebagai responden yang dipilih secara acak dengan teknik proportionate stratified random sampling di empat fakultas Rumpun Ilmu Kesehatan Universitas Indonesia. Instrumen yang digunakan adalah Academic Procrastination Scale-Short Form (APS-S), Multidimensional Perfectionism Scale (MPS), dan Maslach Burnout Inventory Student Scale (MBI-SS). Hasil penelitian ini menunjukkan adanya hubungan yang bermakna antara prokrastinasi akademik dengan academic burnout (p value= 0,000; α= 0,05) dan perfeksionisme dengan academic burnout (p value= 0,020; α= 0,05). Penelitian ini diharapkan dapat mengoptimalkan peran institusi pendidikan dalam melakukan upaya promotif, preventif, dan rehabilitatif terkait kesehatan mental emosional dengan cara memberikan edukasi, konseling, ataupun lingkungan yang positif bagi mahasiswa.

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Academic burnout is a common issue among health sciences students. It is characterized by emotional exhaustion, depersonalization, and an inability to engage in academic activities. Academic procrastination and perfectionism are factors that can affect academic burnout. This study aims to identify the correlation between academic procrastination and perfectionism with academic burnout among health science clusters students. The study involved 108 randomly selected students using proportionate stratified random sampling techniques across four faculties of the Health Sciences Cluster at the Universitas Indonesia. The instruments used were the Academic Procrastination Scale-Short Form (APS-S), the Multidimensional Perfectionism Scale (MPS), and the Maslach Burnout Inventory Student Scale (MBI-SS). The results of this study showed a significant correlation between academic procrastination and academic burnout (p value = 0.000; α = 0.05) and between perfectionism and academic burnout (p value = 0.020; α = 0.05). This study is expected to optimize the role of educational institutions in carrying out promotive, preventive, and rehabilitative efforts related to emotional mental health by providing education, counseling, or a positive environment for students."

"Mahasiswa selalu dihadapkan dengan segala penugasan dan bertanggung jawab untuk menyelesaikannya. Dalam proses penyelesaian tugas-tugas tersebut, tidak jarang mahasiswa memiliki kebiasaan untuk menunda-nunda menyelesaikannya yang disebut dengan prokrastinasi akademik. Prokrastinasi akademik dapat disebabkan oleh rendahnya efikasi diri yang menjadi sumber penting dari motivasi belajar mahasiswa. Penelitian ini bertujuan untuk mengidentifikasi hubungan antara efikasi diri dengan prokrastinasi akademik pada mahasiswa S1 reguler keperawatan. Penelitian ini menggunakan pendekatan cross sectional dengan teknik proportionate stratified random sampling pada 241 mahasiswa S1 reguler keperawatan. Instrumen yang digunakan yaitu Academic Procrastination Scale (APS) untuk mengukur prokrastinasi akademik pada mahasiswa dan The Academic Self-Efficacy Scale (TASES) untuk mengukur efikasi diri. Hasil analisis univariat didapatkan sebanyak 133 responden (55,2%) memiliki efikasi diri tingkat tinggi dan sebanyak 164 responden (68,0%) mengalami prokrastinasi akademik tingkat sedang. Hasil analisis bivariat dengan menggunakan uji chi-square menunjukkan bahwa terdapat hubungan yang bermakna antara efikasi diri dengan prokrastinasi akademik pada mahasiswa S1 Reguler Keperawatan (p= 0,000). Diharapkan pendidik, pembimbing akademik, dan Badan Konseling Mahasiswa (BKM) dapat memberikan edukasi kepada mahasiswa terkait pentingnya efikasi diri bagi mahasiswa untuk menjalani proses perkuliahan dengan baik agar terhindar dari perilaku prokrastinasi akademik.

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College students are always faced with all assignments and are responsible for completing them. In the process of completing these assignments, it is not uncommon for students to have a habit of procrastinating completing them which is called academic procrastination. Academic procrastination can be caused by low self-efficacy which is an important source of student learning motivation. This study aims to identify the correlation between self-efficacy and academic procrastination among regular undergraduate nursing students. This research used a cross-sectional approach with a proportionate stratified random sampling technique of 241 regular undergraduate nursing students. The instruments used are the Academic Procrastination Scale (APS) to measure academic procrastination in students and The Academic Self-Efficacy Scale (TASES) to measure self-efficacy. The results of the univariate analysis found that 133 respondents (55.2%) had high levels of self-efficacy and 164 respondents (68.0%) experienced moderate levels of academic procrastination. The results of bivariate analysis using the chi-square test showed that there was a significant correlation between self-efficacy and academic procrastination in regular undergraduate nursing students (p=0.000). It is hoped that educators, academic supervisors, and Student Counseling Boards can provide education to students regarding the importance of self-efficacy for students to go through the lecture process properly in order to avoid academic procrastination behavior. "