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"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."

"Latar Belakang: Pandemi COVID-19 melibatkan berbagai sektor kehidupan yang berpeluang menimbulkan permasalahan yang menjadi sumber stress bagi masyarakat, salah satunya adalah perubahan metode pelaksanaan pembelajaran di perguruan tinggi menjadi pembelajaran daring melalui media dan terhubung dengan jaringan (internet). Pembelajaran daring dengan beban akademis ditambah kewajiban untuk isolasi dapat berpengaruh terhadap berkurangnya interaksi sosial dan menjadi faktor risiko untuk fenomena academic burnout dan penurunan nilai kesehatan mental. Tujuan: Untuk mengetahui hubungan pembelajaran daring di masa pandemi Covid-19, faktor internal, dan faktor eksternal terhadap academic burnout dan kesehatan mental mahasiswa preklinik Fakultas Kedokteran Gigi Universitas Indonesia tahun 2021. Metode: Studi cross-sectional berupa kuesioner online pada mahasiswa preklinik Fakultas Kedokteran Gigi Universitas Indonesia tahun 2021 dengan total population sampling berjumlah 372 mahasiswa pada bulan Juli hingga Agustus 2021. Kuesioner terdiri dari 39 pertanyaan. Digunakan uji korelasi melalui uji Spearman dengan melihat nilai p-value dan r (koefisien korelasi) untuk analisis statistik. Hasil: Berdasarkan uji Spearman, terdapat hubungan yang signifikan (p<0,05) antara pembelajaran daring dengan academic burnout dan kesehatan mental, antara beberapa dimensi academic burnout dengan durasi pendidikan dan dukungan orang tua, dan antara beberapa dimensi kesehatan mental dengan dukungan orangtua dan dukungan peer group. Kesimpulan: Semakin baik persepsi mahasiswa terhadap kualitas pembelajaran daring, maka semakin rendah nilai academic burnout dan semakin tinggi kualitas kesehatan mentalnya. Selain itu, mahasiswa masih banyak mahasiswa yang memiliki nilai academic burnout di tingkat moderat dan tinggi, dan nilai kesehatan mental yang di bawah rata-rata. Kemudian, ditemukan bahwa durasi pendidikan dan dukungan sosial dari orang tua dan peer group memiliki hubungan dengan beberapa dimensi dari academic burnout dan kesehatan mental.

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Background: The COVID-19 pandemic involves various sectors of life that may cause many problems that become a source of stress for the community, one of which is the change in the method of conventional learning in universities to online learning through media and connected to the internet. Online learning with an academic load and obligation to social distancing during a COVID-19 pandemic can affect reduced social interaction and be a risk factor for the phenomenon of academic burnout and mental health decline. Objective: To determine the relationship of online learning during the COVID-19 pandemic, internal and external factors to academic burnout and mental health of undergraduate Undergraduate Dental Students University of Indonesia in 2021. Methods: Cross- sectional study in the form of online questionnaires for undergraduate dental students with a total population sampling of 372 students from July to August 2021. The questionnaire consists of 39 questions. The correlation test is used through the Spearman test by looking at the p-value and r (correlation coefficient) for statistical analysis. Results: Based on the Spearman test, there was a significant relationship (p<0.05) between online learning and academic burnout and mental health, between several dimensions of academic burnout and the duration of education and parental support, and between several dimensions of mental health and parental support. peer group support. Conclusion: The better the student's perception of the quality of online learning, the lower the academic burnout value and the higher the quality of mental health. In addition, there are still many students who have moderate and high academic burnout scores, and mental health scores that are below average. Then, it was found that the duration of education and social support from parents and peer groups was associated with several dimensions of academic burnout and mental health."

"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."

"Mahasiswa memiliki banyak tuntutan dan tekanan dalam menghadapi tugas-tugas pembelajaran di kampus. Salah satu tekanan yang dihadapi mahasiswa sekarang ini adalah pemberlakuan Pembelajaran Jarak Jauh (PJJ) oleh Kemendikbud karena pandemi Covid-19. PJJ dapat mengakibatkan masalah bagi mahasiswa pada saat melakukan pembelajaran, salah satunya adalah academic burnout. Salah satu faktor yang dapat mencegah mahasiswa mengalami academic burnout adalah academic buoyancy. Penelitian ini bertujuan untuk mengetahui hubungan academic buoyancy dan academic burnout mahasiswa dalam pembelajaran jarak jauh pada masa pandemi Covid-19. Pengukuran academic burnout menggunakan Maslach Burnout Inventory-Student Survey (MBI-SS) sedangkan, pengukuran academic buoyancy menggunakan Academic Buoyancy Scale (ABS). Partisipan untuk penelitian ini adalah 201 mahasiwa Fakultas Psikologi Universitas Indonesia. Pengolahan data statistik menggunakan teknik korelasi Pearson untuk mengetahui hubungan academic buoyancy dan academic burnout. Hasil penelitian menemukan bahwa academic buoyancy memiliki hubungan negatif yang signifikan dan academic burnout pada mahasiswa yang melaksanakan PJJ pada masa pandemi Covid-19.

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College students faces a lot of demands and challenges from their studies to preparing themselves for their future especially in workplaces. One of the challenges that the students facing nowadays is online learning during the Covid-19 pandemic. Online learning can cause problems for students during their studies, one of them are academic burnout. One of the factors that can prevent academic burnout is academic buoyancy. The aim of this study was to know the relationship between academic buoyancy and academic burnout in college students during online learning in the Covid-19 pandemic situation. The measurement of this study is using Maslach Burnout Inventory-Student Survey (MBI-SS) for academic burnout and Academic Buoyancy Scale (ABS) for academic buoyancy. Data of 201 psychology students of Universitas Indonesia was collected and Pearson Correlation technique was used to identify the relationship between academic buoyancy and academic burnout. The results showed that academic buoyancy has a significant and negative association to academic burnout in college students during online learning in Covid-19 pandemic.

 

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"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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"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."

"Penelitian ini bertujuan untuk mengetahui hubungan antara Prokrastinasi Akademis dengan Motivasi Berprestasi pada Mahasiswa Fakultas Psikologi Universitas Indonesia. Prokrastinasi akademis adalah suatu perilaku menunda untuk memulai atau menyelesaikan suatu tugas dalam konteks akademis (Ferrari, 1995). Penelitian ini merupakan penelitian ex post facto field study. Prokrastinasi Akademis diukur dengan skala Prokrastinasi Akademis yang terdiri dari 20 item (a= .833). Motivasi Berprestasi diukur dengan Skala Motivasi Berprestasi yang terdiri dari 30 item (a = .833).Hasil penelitian pada 57 orang mahasiswa (41 perempuan, 16 laki-laki) Fakultas Psikologi Universitas Indonesia dengan rentang angkatan 2003, 2004, 2005, 2006 dengan korelasi pearson menunjukkan hubungan yang signifikan secara negatif antara prokrastinasi akademis dengan motivasi berprestasi (r = - .382**,p<.01) yang berarti semakin tinggi tingkat prokrastinasi akademisnya maka akan semakin rendah motivasi berprestasi. Sementara dengan menggunakan analisa regresi dengan metode stepwise, ditemukan bahwa dimensi tangguh dari motivasi berprestasi paling mempengaruhi prokrastinasi akademis (0.518, p=.000<.05).Berdasarkan hasil penelitian disarankan untuk mengambil sampel yang lebih luas, tidak hanya di Fakultas Psikologi, namun juga di Fakultas/Jurusan lainnya. Kemudian dapat dikombinasikan dengan metode wawancara agar hasil penelitian lebih optimal.

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Purpose of this study is to find out the correlation between Academic Procrastination with Achievement Motivation at Student College in Faculty Psychology University of Indonesia. Academic procrastination can define as delaying behavior to start or to finished tasks in context academic. (Ferrari, 1995). This study are constitute of ex post facto field study. Using correlation pearson and regresi analyse for statistic method. Academic Procrastination measured by Academic Procrastination scale, that consist of 20 item with (a= .833). Furthermore, Achivement motivation measure by Achivement Motivation Scale, that consist of 30 item with (a = .833).

Result of this study at 57 university student (41 women, 16 men) at Faculty of Psychology University Indonesia with distance lift 2003, 2004, 2005, 2006 . Statistical correlation pearson show significan correlation negatively between academic procrastination with achievement motivation (r = - .382**,p<.01) which mean, more and more score of academic procrastination, then so get lower the score of achievement motivation. Meanwhile, using analyse regresion with stepwise method. This study findout that dimension sturdy of achivement motivation is the most have great influence to academic procrastination (0.518, p=.000<.05).

Basic on result, suggest to take sample more widely, not only in Faculty of Psychology but at other Faculty. Also, can combine with interview methode for optimal and enrichment result."

"Pasca pandemi COVID-19 membawa perubahan bagi mahasiswa dalam proses pendidikannya. Kondisi tersebut berpotensi menimbulkan burnout akademik. Penerapan mekanisme koping positif dapat menghindari terjadinya burnout akademik. Penelitian ini bertujuan untuk mengetahui hubungan mekanisme koping dengan burnout akademik pada mahasiswa pasca pandemi COVID-19. Metode Penelitian dilakukan dengan pendekatan Cross Sectional dengan teknik proportionate stratified random sampling Instrumen yang digunakan adalah kuesioner Demografi, Coping Strategies Inventory Short Form (CSI-SF), dan Maslach Burnout Inventory Student Survey (MBI-SS). Responden penelitian 241 mahasiswa, 89,2% perempuan dan 10,2% laki-laki, rata-rata usia responden 20 tahun. Hasil penelitian menunjukkan mekanisme koping paling banyak digunakan adalah Problem-focused engagement (PFE). Hasil MBI-SS menunjukkan bahwa mayoritas mahasiswa mengalami burnout akademik tingkat sedang 68,9%. Analisis uji statistik menggunakan uji Spearman’s Rho didapati hasil hubungan yang bermakna antara mekanisme koping (PFE, EFE, PFD, EFD) dengan burnout akademik (p=0,001, p=0,042, p=0,019, p=0,001). Hasil ini menunjukkan bahwa koping yang digunakan oleh mahasiswa berpengaruh terhadap burnout akademik. Sehingga diharapkan pada kondisi pasca pandemi COVID-19 ini mahasiswa menerapkan mekanisme koping efektif untuk mengelola stres dan tekanan akademik sehingga tidak menimbulkan bunrout akademik.

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Post-COVID-19 pandemic brought changes to college student in their education process. This condition has the potential to cause academic burnout. Applying positive coping mechanisms can prevent academic burnout. This study aims to determine the relationship between coping mechanisms and academic burnout in college students post-COVID-19 pandemic. The research method was carried out using a cross-sectional approach with a proportionate stratified random sampling technique. The instruments used were Demographic questionnaires, Coping Strategies Inventory Short Form (CSI-SF), and the Maslach Burnout Inventory Student Survey (MBI-SS). The research respondents were 241 college students, 89.2% female and 10.2% male, the average age of the respondents is 20 years. The results showed that the most widely used coping mechanism was problem-focused engagement (PFE). The MBI-SS results show that most college students experience moderate academic burnout of 68.9%. Statistical test analysis using the Spearman's Rho test showed a significant relationship between coping mechanisms (PFE, EFE, PFD, EFD) and academic burnout (p=0.001, p=0.042, p=0.019, p=0.001). These results indicate that the coping used by college students influences academic burnout. So, it is hoped that in post-COVID-19 pandemic conditions, students will apply effective coping mechanisms to manage academic stress and pressure so that they do not cause academic burnout."

"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."