ACADEMIC PROCRASTINATION AND SELF-DISCIPLINE AMONG STUDENTTEACHERS TOWARDS THE NEW EDUCATIONAL LANDSCAPE

Liriolyn  B. Pacursa,; Jeremy  T. Magastino,; Annalene Grace  E. Co,

ACADEMIC PROCRASTINATION AND SELF-DISCIPLINE AMONG STUDENTTEACHERS TOWARDS THE NEW EDUCATIONAL LANDSCAPE

Liriolyn B. Pacursa | Jeremy T. Magastino | Annalene Grace E. Co

Discipline: Higher Education Research

Abstract:

Academic procrastination and self-discipline are common concerns affecting students' performance, necessitating further research and attention to address the issue. The study determined the degree and nature of academic procrastination and self-discipline among student teachers in the new normal. A total of 80 student teachers from Quirino State University -Maddela campus was randomly chosen, with 20 from each year level. The accepted and modified Procrastination Assessment Scale-Students (PASS), Reasons for Procrastination, and Students Self-Discipline Scale Questionnaires were verified to confirm their face validity and used by the researchers. The mean results showed that respondents procrastinate at times across all year levels. As demonstrated by the total R-values of -0.18, the Spearman rho correlation revealed a weak correlation between academic procrastination and self-discipline. This implies that the amount of academic procrastination is unrelated to the level of academic discipline. The results showed that academic procrastination was not significantly related to the respondents' year level, however, there was an indirect link between the self-discipline of the students and their year level. It means students in lower years are more disciplined than those in higher years. Therefore, a few interventions may be needed to reduce procrastination by addressing students' fear of failure and self-regulation.

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