NATIONAL ECONOMICS UNIVERSITY CENTER FOR ADVANCED EDUCATIONAL PROGRAMS -------***------- THE CURRENT SITUATION, CAUSES AND IMPACTS OF VIETNAMESE FIRST YEAR COLLEGE STUDENTS’ ACADEMIC PROCRASTINATION STUDENTS: Nguyen Ha Linh 11213233 Nguyen Ngoc Thanh Hang 11212057 Le Ngoc Khoi 11212896 Nguyen Dinh Hiep 11212209 INSTRUCTOR: Nguyen Thi Thanh Huyen, Ph.D Ha Noi, December 2021 LIST OF TABLES AND FIGURES Figure 3.Prevalence of academic procrastination. Frequency of procrastination on five different task types. Influence of Covid-19 pandemic on academic procrastination. Desire of changing procrastinatory habit.
Influence of longer time to complete task on procrastinatory tendency. Tendency of procrastination of students in terms of rewards and punishments. Influence of supposedly unnecessary tasks on procrastinatory tendency. Tasks considered unnecessary.
Difficulty level of each type of task. Student’s procrastination tendency regarding self-involving tasks and tasks involving other people. Students’ opinions on the impact of other people’s judgements and expectations on their procrastination habits. Self-regulation level of first year students.
Opinions about active procrastinating. Assignment results of first year students who procrastinate. Students’ feelings after procrastination. Possible consequences that procrastinators have to endure due to their procrastination habit.
Different experiences while working with procrastinators. Possible benefits of procrastination.36 TABLE OF CONTENT PART 1. Rationale and purposes. Definition of procrastination.
Academic procrastination and task types. The reasons for academic procrastination. The impacts of procrastination. DATA ANALYSIS AND FINDINGS.
The current situation of Vietnamese first year college students’ academic procrastination. The prevalence of academic procrastination among Vietnamese first year college students. Frequency of academic procrastination among Vietnamese first year college students with respect to five task types. The influence of Covid-19 pandemic on Vietnamese first year college students’ academic procrastination.
The common causes of Vietnamese first year college students’ academic procrastination. External factors contributing to Vietnamese first year college students’ academic procrastination. The possibility of active procrastination. The impacts of Vietnamese first year college students’ academic procrastination.
The negative impacts of Vietnamese first year college students’ academic procrastination. The positive impacts of Vietnamese first year college students’ academic procrastination. In this day and age, success in the educational arena has been of paramount importance among youngsters, especially those in higher education, whose future career will be directly affected. One of the most common aspects affecting this achievement is the phenomenon of procrastination.
The occurrence of this significance in undergraduates was recorded to be relatively high, at 70% (Schouwenburg, Lay, Pychyl & Ferrari, 2004), or even higher, at 80-95% (Ellis & Knaus, 1977; O’Brien, 2002). Traditionally, procrastination has mainly been viewed as an obstacle preventing students from reaching their optimal academic performance for its basic features of limiting the students’ capacity to keep up with their deadlines and assignments, which in turn is detrimental for their grades. According to previous studies done by Steel (2007) and Klassen, Krauchuk & Rajani (2008), students engaging in frequent procrastination are projected to have poorer academic results. Additionally, the tendency of procrastinating also afflicts the student’s mental health since it makes procrastinators more anxious (Rothblum, Solomon, & Murakami, 1986), stressed (Tice & Baumeister, 1997), increasingly depressed (Flett, Haghbin, & Pychyl, 2016), irritated, regretful, and even desperate (Burka & Yuen, 1983).
As a result, 60% of those suffering from the condition were reported to be willing to change this habit (Beswick,1988 and Knaus, 2000). However, recent studies have initiated a different view on this phenomenon. In Chu & Choi research (2005), procrastination can be viewed as a study strategy done intentionally by the procrastinators for a more satisfied and better outcome. In Viet Nam, ‘academic procrastination’ has also been a widespread condition amongst college students.
A wide range of Vietnamese students have admitted having engaged in this behavior in their education progress or even in some cases, in their daily lives. Nevertheless, there are still limited research investigating the procrastination 1 condition in Viet Nam and failure in the attempt to raise the students’ attention to their procrastinating condition. These circumstances have led us to conduct this research on the procrastination status among college students in Viet Nam to help students have a better understanding of their procrastinating conditions and regulate their behaviors. Rationale and purposes.
Procrastination is considered to be one of the most prevalent and complex problems faced by most students these days. Therefore, this research will provide students with a profound insight into their procrastinating conditions, help them modify their behaviors to alleviate the undesired consequences and optimize the benefits gained from this tendency. To that end, the research aims to find out the current situation of academic procrastination among college students in Vietnam. More specifically, the main objectives can be listed as follows: - To determine the prevalence of procrastination amongst Vietnamese first year college students.
- To ascertain the culprits behind Vietnamese first year college students’ inclination to postpone: whether such a behavior stems from students themselves or from external factors. - To discover the possible benefits that Vietnamese first year college students can obtain from procrastinating. Scope of study. The research targets are first-year students at different universities in Ha Noi.
In detail, exactly 131 participants were examined by using a set of related questions in a Google Form survey while 16 other students were interviewed online. 2 Document continues below Discover more from: Viết luận- chương trình tiên tiến Eng100 304 documents Go to course BỘ ĐỀ HỒN TRƯƠNG BA DA HÀNG THỊT 57 Viết luận- chương trình tiên tiến 100% (15) NEU - Giấy báo trúng tuyển 1 Viết luận- chương trình tiên tiến 100% (2) Doff A. English Unlimited A2 2011 Teacher s Book 124 Viết luận- chương trình tiên tiến 100% (1) LIÊN HỆ THỰC TIỄN GIAI CẤP CÔNG NHÂN VIỆT NAM NGÀY NAY 2 Viết luận- chương trình tiên tiến 100% (1) CÁC LỖI DÙNG TỪ TRÊN CÁC VĂN BẢN BÁO CHÍ 25 Viết luận- chương trình tiên tiến 75% (4) Questionaire about Tinder 5 Viết luận- chương trình tiên tiến 100% (1) This study mainly investigates the real state of academic procrastination among first year college students in Vietnam, the reasons why they indulge in academic procrastinatory behaviors, and the impacts of their academic procrastination habits. In this research, three main questions are addressed: 1.
What is the current situaion of academic procrastination among first year college students in Vietnam nowadays? 2. What factors cause first year college students to perform academic procrastination in Viet Nam? 3. How does this phenomenon entail impacts on first year college students in Vietnam? 1. To collect information required to proceed the research, our research conducted an online Google Form questionnaire combining 16 latter online interviews.
Our participants in both methods are first year college students from different universities in Viet Nam. Our online Google Form questionnaire contains 18 questions in total, including mainly multiple-choice questions and ranking order questions. These questions are separated into 3 parts, eliciting the respondents’ habit of academic procrastination: their procrastinating tendencies, their reasons to perform academic procrastination and the effects that they have experienced stemming from such behaviors. This Google Form questionnaire was sent and shared to respondents through student groups on social media platforms, mainly on Facebook.
Those had completed the questionnaire would be given a small gift. After launching the questionnaire for a week, 131 respondents were received, creating a relatively reasonable source of information for our research to conduct 16 3 further semi-constructed interviews in the following week. Due to the Covid Pandemic, all these interviews were carried out online through 2 main platforms: Microsoft Teams and Zoom. Each interview lasted at least 10 minutes and was recorded with the approvals of all interviewees.
Those participating our interviews were both procrastinators and those who does not or rarely procrastinate, providing a qualitative insight of first year college students’ academic procrastination habit. The data from questionnaire, which were summarized in Google Form, were converted into charts and graphs by specialist office tools. These results combined with information extracted from interviews created relatively justified evidence for our research to find out the answers to our raised research questions. Besides, all gathered information were kept confidential and used solely for research purposes.
The study is divided into four sections: Part 1: Introduction, which provides an overview about the topic area and explains why it was chosen in the first place. This part of the report consists of the background, rationale and purposes, scope of study, research questions and research methods. Part 2: Literature review, which contains several pieces of information about procrastination from earlier research (Definitions, Causes and Impacts) Part 3: Data analysis and findings, which provides a thorough evaluation of the information gathered. Part 4: Conclusion, which summarize the key elements of the research.
At the end of the report, there will be a reference section that covers the sources and accessible information gathered. LITERATURE REVIEW Procrastination has been experienced by humans for generations. For as long as humans have existed, we have dealt with postponing, avoiding, and procrastinating on matters that are important to us. As Knaus (2007) has demonstrated, procrastination might have begun over 2.5 million years ago, while humans gathered to survive and hunt for food, and an individual in a tribe determined on evading his responsibility.
And then months and years went by, the ambition to increase the quality of life has brought about an upsurge in the total amount of work, which has resulted in people having more opportunities to procrastinate. Therefore, it has become a prevalent problem penetrating most aspects of human life. Among such general activities of society, studying at college could be an essential one that has suffered from procrastination in high intensity. Academic procrastination – an expression of procrastination in the studying environment, has become a widespread issue among university students during a long period of time.
Procrastination was considered a common behavior of college students, which estimated that over 70% of them procrastinated while confronting academic tasks (Ellis and Knaus, 1977, cited in Schouwenburg, 1995). Thus, this pervasive event has caught experts’ attention and inspired them to research and write about academic procrastination. Recent research by Ferrari showed that approximately 600 self-help books published have explored solutions to this issue (cited in Abu et al, 2016). Besides, according to McRaney (2010), 120 new books on the subject were produced in 2010 alone (cited in Abu et al, 2016).
The mentioned data indicated that academic procrastination was significantly noticed, and many people understood that indulging in procrastination would bring harm to both their health and their academic performance. However, the problem was not solved absolutely despite the increase in the number of research and findings. Due to the popularity and the seriousness of this problem, this literature review first looks at the general definition of procrastination. Secondly, it focuses on the academic procrastination and mentions some types of academic tasks that students have 5 to face during the academic years.
Thirdly, the literature review points out some reasons for the procrastinatory behaviors. Finally, the influences of procrastination on college students will be discussed. Definition of procrastination. Prior to going deeper into the topic, it is critical to have a fundamental understanding of the meaning of procrastination.
Procrastination is a well-known occurrence that frequently has negative consequences in terms of performance and subjective well-being (Steel and Klingsieck, 2015). They also noted that over a long period of time, a considerable amount of study on procrastination has accumulated in an attempt to discover its concrete definition. In 2002, Steel claimed that the more researchers studied procrastination, the more meanings they pointed out to define the word more specifically. In some earlier research, procrastination has been defined as a delay accompanied by subjective discomfort (Ellis & Knaus, 1977), anxiousness (Burka & Yuen, 1983; Solomon & Rothblum, 1984), or emotional disturbance (Milgram, 1991).
As a result, Solomon and Rothblum gave a conclusion to an observable tendency to define “procrastination” among an enormous number of researchers - the meanings of procrastination were varying depending on some unpleasant feelings that were associated with task postponement (1984).