ISSN ;2541450X (online)
105
Vol. 2 No. 2 (Dec 2021), pp. 105-112 https://doi.org/10.32505/inspira.v2i2.3402
Can fear of failure predict academic procrastination? A study of
Indonesian university students
Nur Fauziah Karim1, Minarni 2, Syahrul Alim 3
1,2,3 Department of Psychology, Universitas Bosowa, South Sulawesi, Indonesia
Corresponding author:
Nur Fauziah Karim (email: nurfazh.karim@gmail.com)
Abstract – This study aims to determine the ability of fear of failure in
predicting academic procrastination in students in Indonesia by
involving 428 respondents (male = 52.63%). The instruments used are
the academic procrastination scale and the fear of failure scale. Analysis
of this research data uses a simple linear regression technique. This study
showed that fear of failure affected academic procrastination
significantly with a contribution value of 38.6% positive direction, while
61.4% was influenced by other factors not studied. Research confirms
that students with high levels of fear of failure tend to have high levels
of academic procrastination and vice versa.
Article History:
Received: November 12, 2021
Revised: November 16, 2021
Accepted: December 29, 2021
Published: December 30, 2021
Keyword:
academic procrastination;
fear of failure; Indonesian
university students
How to cite (APA 7th Edition)
Karim, N. F, Minarni., & Alim, S. (2021 Can fear of failure predict academic procrastination? A study of
Indonesian university students. INSPIRA: Indonesian Journal of Psychological Research, 2(2), 105–112.
https://doi.org/10.32505/inspira.v2i2.3402
This is an open-access article distributed under the Creative Commons Attribution License,
which permits unrestricted use, distribution, and reproduction in any medium provided the
original work is properly cited. This is enabled under the terms of attribution and non-
commercial usage of the material ©2021 by Nur Fauziah Karim, Minarni, & Syahrul Alim.
106 Can fear of failure predict academic procrastination? A study of Indonesian university students
Knaus (2010) suggests that procrastination is the act of an individual who delays essential
work that has been planned and needs to be completed promptly to not interfere with other
activities. Consistent with this, Tuckman (1991) also states that procrastination is the act of
individuals who spend time doing non-essential activities, delaying the completion of work, and
not initiating activities that must be completed immediately.
Researchers obtained preliminary data by interviewing ten respondents, but all of them said
they belonged to the category of people who delayed completing the task. The reason
respondents delayed was for fear of being wrong in doing the task or afraid that doing the task
alone would result in low scores; therefore, waiting for answers from other friends was one of
the chosen options. Respondents tend to feel the period of task collection is still long, so there
is still plenty of time for other more fun activities.
Interview results for ten respondents stated that they had used the time they were supposed
to work on tasks for fun, such as watching Korean dramas, sleeping, sightseeing, accessing the
internet such as Facebook, Youtube, TikTok. And Instagram. All respondents realized that
delayed behavior could cause anxiety, fear, stress, panic, sadness, and nervousness.
Although respondents realized that things impacted procrastination behavior, they still did
so. Ellis &Knaus (in Ferrari, Johnson, &McCown, 1995) says that it is estimated that more than
70% of students participate in academic procrastination. Concerning several research results on
the high percentage of such behavior in Indonesia, including Syifa (2020), 64.1% of 103 subjects
are included in high category academic procrastination. Wahyuniyas, Suminarti, & Amalia (2019)
reached 52% of the 100 subjects included in the academic procrastination of high categories.
Haryanti & Santo (2020) achieved 74% of the 127 subjects in the academic procrastination of
the high category.
Students who have obtained adult status, i.e., 18 to 25 years, should take full responsibility
(Santrock, 2012). In the early stages of cognitive development, individuals experience more
specific changes than the previous stage's development. At this stage, the individual has a better
way of thinking, can conclude events, thinks before he or she acts, and can think about the
possibility of anything that will happen before doing something (Piaget in Suparno 2001).
Santrock (2012) confirms that as an individual with an early adult stage based on cognitive
development, he should be able to reason abstractly, idealistically, responsibly, and distinguish
good and bad cases when he wants to make decisions and actions. Students experience many
significant changes in their lives, especially in terms of learning assignments. The impact of
students who are challenged to manage time will be stuck with the buildup of tasks. So that the
process of working on each of these tasks will be limited.
Researchers found facts in the field, i.e., when given a task, students will still choose other
activities that are more fun than immediately completing the task, so that the task completion
process is accompanied by anxiety, nervousness, etc. Solomon & Rothblum (1984) states that
several factors influence procrastination: fear of failure is the fear of the individual to make a
goal or tendency to be guilty when it fails. Aversiveness of the task is a negative feeling about a
task or work that will soon be completed and other factors, such as reliance on others who have
the capacity and much help, too much risk, and difficulty making decisions.
INTRODUCTION
Nur Fauziah Karim, Minarni, & Syahrul Alim 107
The study of Fitriah, Hartati & Kurniawan (2016) showed that 58% of the 178 subjects at
the Faculty of Education, Semarang State University, conducted academic procrastination due
to fear of failure factor in the high category with a presentation score of 71%. Another study
conducted by Sebastian (2013) resulted that people who are afraid of failing in the high category
consider that the tasks given are unpleasant, so they can be distracted by other things that are
more pleasant so that academic procrastination behavior arises.
Based on the phenomenon that has been obtained before, then the researchers again take
data; the results obtained are respondents stated that when there is a difficult task or does not
like the task, then the respondent will delay for reasons of fear of wrong and fear if it has an
impact on the values of respondents who do not meet expectations.
Based on the results of other interviews, the results were obtained so that respondents chose
to do academic delays because some of them were feared. This fear is like parents who will be
disappointed and afraid of being criticized by others. Eight respondents stated that criticism
from others related to failure could make respondents feel embarrassed, lose spirit and
confidence. Therefore, academic procrastination is a strategy to overcome the fear of failure.
Six respondents stated that the expectations or expectations given by parents so that
respondents could complete the study as soon as possible made respondents feel anxious when
obtaining less than optimal grades. Following the interview results, Gusniarti (2002) resulted in
parents' expectations that their children can motivate them to achieve learning, but can also be
a burden for children. Many parents' expectations and demands on their children can cause stress
and anxiety that will be experienced to impact the fear of failure in terms of learning.
Conroy, Kaye, & Fifer (2007) says that fear of failure is the reason for avoidance motives
committed by individuals based on shame and anticipation. It is associated with the humiliation
to be acquired when individuals fail, or one can say that fear of failure is the tendency of
individuals to evaluate threats and feel anxious when they do their work that can allow people
to experience failure.
Solomon & Rothblum Research (1984) states that major factors due to fear of failure
contribute to academic procrastination, ranging from 6.3% to 14.1%. The results of research
conducted by Sebastian (2013) obtained the results of a significant relationship between fear of
failure to academic procrastination. Haghbin, McCaffrey, &Pychyl (2012) found a positive
relationship between fear of failure and delay. Based on the description presented, supported by
various research results related to fear of failure and academic procrastination, this study aims to
find out the ability of fear of failure in predicting academic procrastination in students in
Indonesia.
The subjects in the study were 428 respondents consisting of 207 female respondents and
221 male respondents aged 21-23 years old who lived in Makassar, South Sulawesi, Indonesia.
The data collection in this study is a scale of fear of failure and academic procrastination. The
fear of failure scale is a modified scale of Putri (2019) compiled based on Conroy, Kaye & Fifer
(2007) with a reliability value of 0.912, while the academic procrastination scale is a scale adapted
by Fany (2019) compiled based on Tuckman theory (1991) with a reliability value of 0.842. The
validity test is carried out in several stages: logical, face and construct.
RESEARCH METHOD
108 Can fear of failure predict academic procrastination? A study of Indonesian university students
Data analysis in this study is calculated with simple regression. Furthermore, the assumption
test was conducted on this study using the Kolmogorov-Smirnov normality test obtained p =
0.053, which means that the data used in this study has been normally distributed. While the
linearity test in this study uses deviation from linearity p <0.001, meaning that the data in this
study has a linear relationship. The hypothesis test uses a simple regression test with a value p <
0.001, which means the hypothesis in the study is accepted.
Figure 1 shows that the fear of failure in most students is at the moderate category level.
Furthermore, students' academic procrastination level is also at the moderate category level, as
shown in Figure 2.
Figure 1 Fear of Failure Level Figure 2 Academic Procrastination Level
Based on the hypothesis test table in Table 1, it can be concluded that fear of failure contributes
to 0.386 or 38.6% to academic procrastination in students in Indonesia.
Table 1 Hypothesis Test
Variable R square Contribution p-value
fear of failure toward academic
procrastination
0.386 38.6% <0.001
Based on the analysis results conducted on students in Makassar, it is known that fear of
failure contributed 0.386 or 38.6% to academic procrastination. In addition, fear of failure also
has a significant effect with a positive direction of influence, or in other words, the higher the
fear of failure in students in Makassar, the higher the academic procrastination, and vice versa,
the lower the fear of failure in students in Makassar, the lower the academic procrastination.
In line with this, the results of the study are obtained, the higher the level of dislike of the
task, the academic procrastination will also increase, conversely if the lower they do not like the
task, the lower the academic procrastination (Linra & Fakhri, 2016; Ahmad & Mudjiran, 2019).
Many individual causes of academic procrastination, but one of them is for fear of failure
(Solomon &rothblum, 1984; Steel, 2007; Van, 2004).
Based on the results of initial interviews conducted by researchers, it is known that
respondents stated that when there is a difficult task, they will choose to delay to start the task
very
high
high
moderate
low
very low
very
high
high
moderate
low
very
low
RESULT
DISCUSSION
Nur Fauziah Karim, Minarni, & Syahrul Alim 109
for fear of being wrong to get a low score that can disappoint parents. In addition, the
respondents also stated that criticism of others for the disobedience experienced by the
individual causes the individual to feel embarrassed, insecure, and even discouraged to achieve
success. So procrastination is one strategy to overcome fear. In line with the results of the
interview, Burka & Yuen (2008) stated that individuals perform procrastination on the grounds
that they fear being judged and criticized by others. Individuals also worry about being poorly
judged by others, so procrastination is a strategy to overcome the fear of failure.
Ferrari, Jhonson, & McCown (1995) states that fear generally causes individuals to avoid
taking action. Fear of failure is an attitude of avoidance that can be procrastination. Generally,
individuals with high fear of failure will experience anxiety when the deadline is near. Anxiety
can decrease when given a stimulus, i.e., task avoidance or procrastination.
Sulaeman (1995) states that fear is a psychological state caused by the conflict in the
individual because of persistent feelings of worry and uncertain feelings. Atkinson (1993) states
that negative consequences such as fear can arise due to failure in specific tasks. So the urge to
avoid failure is a negative consequence of an individual's capacity to anticipate the shame and
humiliation they may have acquired.
The study results from Fitriah, Hartati & Kurniawan (2016) showed that 58% of 178
subjects at the Faculty of Education of Semarang State University conducted academic
procrastination due to the fear of failure factor that falls into the high category with a
presentation value of 71%. Another study conducted by Sebastian (2013) obtained the result that
individuals who have a high fear of failure argue that the task is unpleasant so that it causes them
to be distracted by other, more pleasurable things that cause them to perform procrastination
behavior.
Another supporting study conducted by Mariana (2021) on students of grades X, XI, and
XII of SMA X Surabaya showed a positive relationship between fear of failure and academic
procrastination. Namely, if students have a high fear of failure, then academic procrastination
will also be higher, and vice versa; students who have a low fear of failure, then academic
procrastination will also be lower.
Research conducted by Akmal, Arlinkasari & Fitriani (2017) on students who are compiling
the thesis shows a positive influence between the hope of success and fear of failure with
academic procrastination. If students have a high fear of failure, then academic procrastination
will also be higher, and vice versa. Academic procrastination will also be lower for students who
have a low fear of failure.
This study confirmed that students who tend to have high levels of fear of failure also tend
to have a high level of academic procrastination. Similarly, low levels of fear of failure contribute
to low academic procrastination tendencies. This study's limitation is that uneven samples are
still involved based on factors that influence academic procrastination behavior. Therefore, the
authors suggest doing a more comprehensive follow-up study.
CONCLUSION
110 Can fear of failure predict academic procrastination? A study of Indonesian university students
Ahmad, R., & Mudjiran. (2019) Hubungan task aversiveness dengan prokrastinasi akademik
pada mahasiswa Bidikmisi FIP UNP. Jurnal Riset Psikologi, 3, 1-11.
https://doi.org/10.24036/jrp.v2019i3.6588
Akmal, S. Z., Arlinkasari, F., & Fitriani, A. U. (2017). Hope of success and fear of failure
predicting academic procrastination students who working on a thesis. Jurnal Ilmu
Pendidikan, Psikologi, Bimbingan dan Konseling, 7(1), 78-86.
https://doi.org/10.24127/gdn.v7i1.724
Atkinson (1993). Pengantar psikologi (8th ed), (Nurdjah Taufik & Agus Dharma, Trans.) Erlangga.
Burka, J. B. & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now. Da Capo
Press.
Conroy, D. E. (2002). Representational models associated with fear of failure in adolencents and
young adults. Journal of Personality, 71(5), 757-785. https://doi.org/10.1111/1467-
6494.7105003
Conroy, D. E., Kaye, M. P., & Fifer, A. M. (2007). Cognitive links between fear of failure and
procrastination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(4), 237-253.
https://doi.org/10.1007/s10942-007-0052-7
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform.
Cambridge University Press.
Ferrari, J. R., Jhonson, J. L., & McCown, W. G. (1995). Procrastination and task avoidance theory,
research, and treatment. Plenum Press.
Fitriah, Z., Kurniawan, K., & Sri Hartati, M. (2017). Faktor penyebab prokrastinasi akademik
penyusunan skripsi pada mahasiswa FIP UNNES. Indonesian Journal of Guidance and
Counseling: Theory and Application, 5(4), 46-51. https://doi.org/10.15294/ijgc.v5i4.13522
Fitriya, F., & Lukmawati, L. (2017). Hubungan antara regulasi diri dengan perilaku
prokrastinasi akademik pada mahasiswa Sekolah Tinggi Ilmu Kesehatan
(STIKes) Mitra Adiguna Palembang. Psikis: Jurnal Psikologi Islami, 2(1).
http://jurnal.radenfatah.ac.id/index.php/psikis/article/view/1058
Gusniarti, U. (2002). hubungan antara persepsi siswa terhadap tuntutan dan harapan
sekolah dengan derajat stress siswa Sekolah Plus. Psikologika, 7(13), 53-68.
https://doi.org/10.20885/psikologika.vol7.iss13.art5
Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The complexity of the relation
between fear of failure and procrastination. Journal of Rational-Emotive &
Cognitive-Behavior Therapy, 30(4), 249–263. https://doi.org/10.1007/s10942-
012-0153-9
Haryanti, A. & Santoso, R. (2020). Prokrastinasi akademik pada mahasiswa yang aktif
berorganisasi. Sukma: Jurnal Penelitian Psikologi, 1(1), 41-47. http://jurnal.untag-
sby.ac.id/index.php/sukma/article/view/3592
Hadriana, S. (Ed.). (2018, December 14). Soal 77% mahasiswa mengakui prokrastinasi akademik, ini
solusi dari ketua konseling Unhas. Identitas Unhas. https://identitasunhas.com/soal-77-
mahasiswa-mengakui-prokrastinasi-akademik-ini-solusi-dari-ketua-konseling-unhas/
REFERENCES
Nur Fauziah Karim, Minarni, & Syahrul Alim 111
Jawa Pos (2021, 22 February). Bukan karena stres, ini salah satu alasan mahasiswa menunda skripsi.
https://www.jawapos.com/nasional/pendidikan/22/02/2021/bukan-karena-stres-ini-
salah-satu-alasan-mahasiswa-menunda-skripsi/
Knaus, W. (2010). End procrastination now! Get it done with a proven psychological approach.
The McGraw-Hill Companies.
Lay, C. H., & Schouwenburg, H. C. (1993). Trait procrastination, time management, and
academic behavior. Journal of Social Behavior & Personality, 8(4), 647–662.
Linra, M. L., & Fakhri, N. (2016) Hubungan antara task aversiveness dengan prokrastinasi
akademik. Jurnal Psikologi Pendidikan dan Konseling (JPPK), 2(2).
https://doi.org/10.26858/jpkk.v2i2.2090
Mariana, D. (2021). Motivasi berprestasi dan ketakutan akan kegagalan: Dapatkah menjadi
prediktor prokrastinasi akademik? INNER: Journal of Psychological Research, 1(1), 25–34.
https://aksiologi.org/index.php/inner/article/view/20
Santrock, J. W. (2012). Perkembangan masa hidup (13th ed.). Erlangga.
Sebastian, I. (2013). Never be afraid hubungan antara fear of failure dan prokrastinasi akademik.
Calyptra: Jurnal Ilmiah Mahasiswa Universitas Surabaya, 2(1), 1-8.
https://journal.ubaya.ac.id/index.php/jimus/article/view/441
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-
behavioral correlates. Journal of Counseling Psychology, 31(4), 503–509.
https://doi.org/10.1037/0022-0167.31.4.503
Steel P. (2007). The nature of procrastination: A meta-analytic and theoretical review of
quintessential self-regulatory failure. Psychological bulletin, 133(1), 65–94.
https://doi.org/10.1037/0033-2909.133.1.65
Sulaeman, D. (1995). Psikologi remaja dimensi-dimensi perkembangan. Mandar Maju.
Suryabrata, S. (2008). Metode penelitian. PT Raja Grafindo.
Syifa, A. (2020). Intensitas penggunaan smartphone, prokrastinasi akademik, dan perilaku
phubbing mahasiswa. Counsellia: Jurnal Bimbingan dan Konseling, 10(1), 83-
96.https://doi.org/10.25273/counsellia.v10i1.6309
Tuckman, B. W. (1991). The Development and Concurrent Validity of the Procrastination Scale.
Educational and Psychological Measurement, 51(2), 473–480.
https://doi.org/10.1177/0013164491512022
Yuwanto, L. (2013, 21 March). Mahasiswa prokrastinasi, mahasiswa dan dosen terbebani.
Universitas Surabaya. https://ubaya.ac.id/2018/content/articles_detail/79/Mahasiswa-
Prokrastinasi--Mahasiswa-dan-Dosen-Terbebani.html
Undang-Undang Republik Indonesia Nomor 12 Tahun 2012 tentang Pendidikan Tinggi, (2012).
https://peraturan.go.id/common/dokumen/ln/2012/uu12-2012bt.pdf
Wahyuningtiyas, E. P., Suminarti, S., & Amalia, S. (2019). Hubungan manajemen stres dengan
perilaku prokrastinasi akademik pada mahasiswa yang sedang menyusun skripsi. Jurnal
RAP (Riset Aktual Psikologi Universitas Negeri Padang), 10(1), 28-45.
https://doi.org/10.24036/rapun.v10i1.105006
112 Can fear of failure predict academic procrastination? A study of Indonesian university students
Wardani, A. K., & Nurwardani, M. (2019). Prokrastinasi akademik ditinjau dari regulasi diri dan
adversity quotient pada mahasiswa yang bekerja di Perguruan Tinggi “X” Yogyakarta.
Jurnal Psikologi Integratif, 7(1), 14-21. https://doi.org/10.14421/jpsi.v7i1.1665