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International Journal of Research in Counseling and Education

http://ppsfip.ppj.unp.ac.id
IJRiCE

Exploring the role of self

Hariz Enggar Wijaya1*, Arief Rahman Tori
1 Islamic University of Indonesia, Yogyakarta, Indonesia
*Corresponding author, e-mail: hariz.wijaya@uii.ac.id

Abstract
Procrastination is widespread across the nation and setting. Its occur commonly in an academic
setting which has many demands and deadline. One
high association with procrastination is self
self-control on student procrastination. There were 100 undergraduate students enrolled this study,
from religious education faculty of a private university in Yogyakarta. Pure Procrastination Scale,
Procrastination Academic Scale for Student, and Brief Self
student procrastination and self
negative with both of general and academic procrastination. Also, self
procrastination both in an academic and general setting. As an additional, there were significantly
different between the lowest and highest procrastination group based on student self
big size-effect reported. For further analysis, the prevalence of six areas of academic procrastination
also discuss.

Keywords: Procrastination, Self

How to Cite: Wijaya, H. E., & Tori, A. R. (2018). Exploring the role of self
procrastination. International Journal of Research in Counseling and Education,
https://doi.org/10.24036/003za0002

This is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution,
reproduction in any medium, provided the original work is properly cited

Introduction

There is no doubt that controlling our behavior is so crucialto achieving a positive outcome. Both in
personal, organizational, or community context, daily or professional context, people need to be well
managed to achieve one’s success.As a
early in the morning, could get good compensation from the company. Also, in the academic example, a
student who could not override the short
accomplishing an academic task.

Having a good self-control is beneficial to our life.
experiments, has underlined the important role of self
self-control would predict aggressive behavior and high self
Another study amplifies the substantial role of
control had an influence on aggressive tendency

At the macro level of several counties in Texas,
that self-control was associated with violent crime, property crime, and unemployment, especially in rural
areas. The key feature of self-control such impulsive and unhealthy behavior, linked with unemployment.
Converse, Beverage, Vaghef, and Moore, (2018)
not only work but also relationship issue and well
between self-control and health also reported by
university students reported has benefited from self

In an academic setting, self-control gives pivotal role in determining success.
shown that self-control positively associatewith academic self
secondary school. It also affirms by
gives valuable affect to homework habits, homework accomplishment, higher school grade, and also GPA and
college persistence. It gives corroboration that self

International Journal of Research in Counseling and Education
Volume

ISSN: 2620-5750 (Print) –
DOI:

Received 23rd February 2018; Revised 2nd March 2018; Accepted 25

role of self -control on student procrastination

Arief Rahman Tori1
Islamic University of Indonesia, Yogyakarta, Indonesia

hariz.wijaya@uii.ac.id

Procrastination is widespread across the nation and setting. Its occur commonly in an academic
setting which has many demands and deadline. One of the variable construct which reported has a
high association with procrastination is self-control. It is why we would like to find out the role of

control on student procrastination. There were 100 undergraduate students enrolled this study,
religious education faculty of a private university in Yogyakarta. Pure Procrastination Scale,

Procrastination Academic Scale for Student, and Brief Self-Control Scale were administered to obtain
student procrastination and self-control. Results showed that self-control correlates moderately
negative with both of general and academic procrastination. Also, self-control could predict
procrastination both in an academic and general setting. As an additional, there were significantly

west and highest procrastination group based on student self
effect reported. For further analysis, the prevalence of six areas of academic procrastination

Procrastination, Self-control, Undergraduate students.

Wijaya, H. E., & Tori, A. R. (2018). Exploring the role of self-control on student
procrastination. International Journal of Research in Counseling and Education,
https://doi.org/10.24036/003za0002

access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution,
reproduction in any medium, provided the original work is properly cited. ©2018 by Author.

s success.As an example, we cannot imagine if an employee who failed to get up
early in the morning, could get good compensation from the company. Also, in the academic example, a
student who could not override the short-term temptation such playing game, would have tr

control is beneficial to our life. Denson, DeWall, & Finkel, (2012)review of self
ts, has underlined the important role of self-control to override the aggressive urges. Lackingsuch

control would predict aggressive behavior and high self-control tends to reduce aggressive response.
Another study amplifies the substantial role of self-control, which identifies both implicit and explicit self
control had an influence on aggressive tendency (Keatley, Allom, & Mullan, 2017).

l counties in Texas, Diamond, Jennings, and Piquero (2017)
control was associated with violent crime, property crime, and unemployment, especially in rural

control such impulsive and unhealthy behavior, linked with unemployment.
Converse, Beverage, Vaghef, and Moore, (2018) confirm the influence of self-control on work. It could predict
not only work but also relationship issue and well-being in adolescent and young adult. The association

control and health also reported by Yang, Zhao, Chen, Zu, and Zhao (2017)
university students reported has benefited from self-control training.

control gives pivotal role in determining success. Candeias et al., (2014)
control positively associatewith academic self-efficacy and school satisfaction in primary and

secondary school. It also affirms by Galla and Duckworth longitudinal study (2015), student self
to homework habits, homework accomplishment, higher school grade, and also GPA and

college persistence. It gives corroboration that self-control not merely about inhibit temptation.

International Journal of Research in Counseling and Education
Volume 02 Number 01 2018

– 2620-5769 (Electronic)
DOI: 10.24036/003za0002

March 2018; Accepted 25th March 2018

control on student procrastination

Procrastination is widespread across the nation and setting. Its occur commonly in an academic
of the variable construct which reported has a

control. It is why we would like to find out the role of
control on student procrastination. There were 100 undergraduate students enrolled this study,

religious education faculty of a private university in Yogyakarta. Pure Procrastination Scale,
Control Scale were administered to obtain

control correlates moderately
control could predict

procrastination both in an academic and general setting. As an additional, there were significantly
west and highest procrastination group based on student self-control, with

effect reported. For further analysis, the prevalence of six areas of academic procrastination

control on student
procrastination. International Journal of Research in Counseling and Education, 2(1), 12-18.

access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution, and

n example, we cannot imagine if an employee who failed to get up
early in the morning, could get good compensation from the company. Also, in the academic example, a

term temptation such playing game, would have trouble in

review of self-control
control to override the aggressive urges. Lackingsuch

control tends to reduce aggressive response.
control, which identifies both implicit and explicit self-

Diamond, Jennings, and Piquero (2017) study have shown
control was associated with violent crime, property crime, and unemployment, especially in rural

control such impulsive and unhealthy behavior, linked with unemployment.
control on work. It could predict

being in adolescent and young adult. The association
Yang, Zhao, Chen, Zu, and Zhao (2017), wheredepressed

Candeias et al., (2014) has
efficacy and school satisfaction in primary and

, student self-control
to homework habits, homework accomplishment, higher school grade, and also GPA and

control not merely about inhibit temptation.

Hariz Enggar Wijaya, Arief Rahman Tori 13

International Journal of Research in Counseling and Education , Open Access Journal: http://ppsfip.ppj.unp.ac.id

Alongside with that issue, self-discipline reported has become reliable predictor than IQ in predicting
student grade, school attendance, homework time spent, and high school selection(Duckworth & Seligman,
2005). Supporting this finding, Komarraju, Ramsey, and Rinella (2013), found that academic discipline better
in predicting college GPA than standardized test scores (ACT) and high school GPA. It partially mediated the
correlation between high school GPA and college GPA.

Another indicator of academic success is the way student deal with the academic demand and deadline.
Whether they would accomplish or postpone the tasks, become matters. A student who tend to
procrastinate, tend to have a problem. As Gustavson and Miyake (2017) investigated, a college student who
reported as high procrastinate tend to have low on goal accomplishment. According toSteel (2007), self-
control highly associated with procrastination. It means that student who has a problem with their self-
control tends to procrastinate on an academic task. Kim, Hong, Lee, and Hyun (2017)study also point out
thatstudents who have high self-control reported have low on procrastination. Delaying or postpone
behavior,indicate poor on self-control. In this present study, we would like to explore the role of self-control
on student procrastination.,both in an academic context and general procrastination.

Method

Participants

There were 100 undergraduate students (47 males and 53 females) enrolled this study. They were
from the faculty of Islamic religion in private university Yogyakarta, which has an age from nineteen to
twenty-two years old.

Instruments

Data were obtained with three self-report. There were Brief Self-Control Scale, Pure Procrastinate
Scale, and Procrastination Academic Scale for Student. The Brief Self-Control Scale was self-report scale to
assess unidimensional trait self-control, which developed by Tangney, Baumeister, and Boone (2004). It has
13 items which Cronbach’s α in this sample is0.78 and item-total correlation ranged from 0.58 – 0.63. This
scale used a Likert model with five alternative responses, ranging from strongly disagree, disagree, hesitation,
agree, and strongly agree.

Academic procrastination was assessed by using Procrastination Academic Scale for Student, developed
by Solomon and Rothblum (1984). These 12 itemsself-report coversof six academic domains: Writing a term
paper, studying for exams, keeping up with the weekly reading task, academic administration task,
attendance task such meeting with advisor and college activity in general. Likert responses also used in this
scale, ranging from never, seldom, about half the time, usually, andalways. Cronbach’s α in this sample
reported 0.89 and item-total correlation were 0.49 – 0.73.

General procrastination was measured by using Pure Procrastination Scale(Steel, 2010). This self-report
derived from three meta-analyses of General Procrastination Scale, Adult Inventory of Procrastination, and
Decisional Procrastination Questionnaire (DPQ), which composed of 12 items. According to recent refinement
scale, Svetina, Marie Scott, Danckert, Svartdal, and Steel, (2017)stated that the PPS has good psychometric
properties. It comprises of three subscales, namely decisional procrastination, implemental delay, and
timeliness/lateness. In this sample, Cronbach’sα was 0.92 and the item-total correlation was ranging from
0.39 – 0.76. Five Likert responses also applied: strongly disagree, somewhat disagree, neutral, somewhat
agree, and strongly agree.

Procedure

All of the three questionnaires were given to the undergraduate student at the end of three classes.
Permission from the Dean of religion faculty was taken before the questionnaires distributed. After
researcher introduced, the material was given to the student by asking their cooperation. They were told that
they have to fill up the questionnaires and there were no wrong or right answers.

Data analysis

Correlation analysis was employed to determine the relationship between self-control and both
procrastination. Regression analysis wasapplied in order to find procrastination predictor. As an addition,
independent t-test also applied to compare between the low and high group of procrastination based on self-
control.

International Journal of Research in Counseling and Education, Vol 2 No 1 2018 14

Exploring the Role of Self-Control on Student Procrastination

Results and Discussion

Result

The descriptive analysis has shown (Table 1)that there were 36% students who identified themselves
procrastinate on academic demands. Along with that, general procrastination of student also indicates at the
same level, 39%. More than a third of the sample reported having the problem with delayed behavior. Of
them, 19% students having a high risk to meet the deadline.

Table 1. Descriptive Statistics of general and academic procrastination

PASS PPS
N 100 100
Mean 33.89 34.90
S.D 8.058 9.143
Very Low 18% 15%
Low 22% 25%
Moderate 24% 11%
High 17% 20%
Very high 19% 19%

From correlation analysis table 2 shown that self-control has negative and significant correlation on
procrastination, both academic domain and general(r= -.32 p<.01 and r = -.45, p<.001). The self-control
explains10% on theacademic procrastinationvariance andtwice higher in explaining 20%general
procrastinationvariance (see table 3).

Table 2. Correlation between PASS, PPS, and Self-control

PASS PPS Self -control
PASS Pearson's r —

p-value —
PPS Pearson's r 0.548*** —

p-value < .001 —
Self -control Pearson's r -0.321** 0.450*** —

p-value 0.001 < .001 —
* p < .05, ** p < .01, *** p < .001

Whether self-control could predict procrastination, regression analysis was applied. Self-control
variable significantly predicted both academic and general procrastination (β = -.32, F= 11,23; df=1; p< 0.01
and β = -.63, F= 24,82; df=1; p < 0.001). Self-control explain 10,3% of the variance in academic
procrastination. In the general context, self-control do higher explain 20,2% of the procrastination variance
(see Table 3).

Table 3. Summary of Regression Analysis for Predicting procrastination (N = 100)

Model 1 (PASS) Model 1 (PPS)
B SE B β B SE B β

Self -control -.395 .118 -.321** -.628 .126 .450***
R²
F

.103
11.23

.202
24.82

**p < .01,***p < .001.

Hariz Enggar Wijaya, Arief Rahman Tori 15

International Journal of Research in Counseling and Education , Open Access Journal: http://ppsfip.ppj.unp.ac.id

Some study indicates that gender has an influence on procrastination(Steel & Ferrari, 2012; Rebetez,
Rochat, Barsics, & Van Der Linden, 2016)and self-control(Candeias et al., 2017; Duckworth & Seligman, 2006;
Jo & Bouffard, 2014). Data analysis revealed that of three variables, only self-control having a difference
between male and female, which female (M=44.49, SD=6.02) superior to male (M=41.89, SD=6.89). There
were no significant differences between male and female procrastination based on gender, both in academic
and general context (see Table 4).

Table 4. Academic procrastination, general procrastination, and self-control differences based on gender

Male (N=47) Female (N=53) df t
M SD M SD
PASS 33.96 7.99 33.83 8.19 98 .078
PPS 35.68 9.54 34.21 8.81 98 .803
Self -control 41.89 6.89 44.49 6.02 98 -2.01*

*p < .05

Independent sample t-test analysis was employed to compare low and high self-control group.
Table 5 showed that there was significant procrastination difference between the two groups. The student
having low self-control (M=37.05, SD=8.11), procrastinate in academic setting higher than high self-control
group (M=28.88, SD=9.05). At the same time, low self-control student (M=40.86, SD=9.01), having general
procrastination higher than high self-control group (M=29.46, SD=9.11).

Also, all of six academic procrastination domains were difference significantly between the two
groups, except attendance task learning.Low self-control student reported having high procrastination on
writing a paper, studying for exams, weekly reading assignment, academic administration task, and college
activity in general and vice versa. As an addition, three areas of academic task which percept as most
problematic, from highest to lowest were writing a paper, weekly reading assignment, studying for exams,

Table 5. Academic procrastination, general procrastination, and six domain of academic procrastination
differences between low and high self-control group

Low self-control
(N=22)

High self-control
(N=24)

df t Cohen’s
d

Highly
perceived

as a
problem

M SD M SD

PASS 37.05 8.11 28.88 9.05 44 398** 0.51 -
PPS 40.86 9.01 29.46 9.11 44 4.26*** 1.26 -
Writing a paper 3.455 0.858 2.708 0.859 44 382.5** 0.45 40%

Studying for
exam

3.182

0.907 2.458
1.215

369.5*

0.40

28%

Weekly reading
task

3.455

1.011

2.958

0.999 44
351.0*

0.33

32%

Academic
administration
task

3.045

0.899 2.125 1.035 44
402.0**

0.52

20%

Attendance task 3.136 1.037 2.500 1.319 44 343.5 0.30 22%

College activity
in general

2.773 0.922
1.708

0.859

421.0***

0,60

11%

*p < .05, **p < .01,***p < .001.

International Journal of Research in Counseling and Education, Vol 2 No 1 2018 16

Exploring the Role of Self-Control on Student Procrastination

Discussion

Exploring the role of self-control on student procrastination is the aim of this study. The results
haveindicated that self-control gives an important role to both academic and common procrastination. It has
a negative correlation with procrastination and reasonably as a predictor of procrastination, in academic and
general areas. This finding underlines the previous study which has linked between the self-control and
procrastination(Rebetez, Rochat, Barsics, & Van der Linden, 2016; Steel, 2007; Steel & Klingsieck, 2016; Ursia,
Siaputra, & Sutanto, 2013).

According to Park and Sperling(2012), a student who procrastinate displayed a failure of self-regulation
across of behavior, cognitive, and motivation. The reason why student postponed their task is not concerning
the absence of planning and intention or isn't aware of the negative consequence, but more likely poor of
energy and willpower. They already have the goal, but the problem is to get a start or accomplish what they
have done due the limit time. According toGollwitzer, Gawrilow, and Oettingen (2010), there are four
obstacles lying between one’s goal and implementation. Firstly, to get a start. Procrastinate student tends to
hold off what they have planned. Usually, there was pleasure thing such playing or hanging out with a friend
which alter initial planning. A student having low self-control would fail to resist that temptation. Secondly,
to stay on track. After the student makes initial action to implement what has stated before, the problem still
remains, how to constantly act until the finish. Many academic tasks, such writing a paper, couldn’t
accomplish just in a few minutes. It needs to keep in touch until done. Low self-control student tends to fail
to stay on the track. Any distraction would inhibit the goal. Thirdly, calling a halt. A complex task or
invaluable assignment is challenging for some individual. But for a student having poor self-control, it would
be easy to make an excuse to call a halt. If this so, then any assignment would be abandoned. The last is not
overextending oneself. Some goals which take a high resource would make student depleted. Such long-
term project which required high control, yield cognitive load which in turn make ego-depletion.

The association between self-control and general procrastination is higher than in academic context,
though it still in the moderate level. When it put as a predictor, self-control does better in predicting general
academic twice than in an academic setting. This difference seems likely to reflect the domain specification
of procrastination just asKlingsiecksuggest (2013), where trait self-control better in predictingtrait
procrastination in general.

The difference between low and high self-control group on general and academic procrastination give an
impression that association between two variables are salient, especially with large effect size reported on
general procrastination. From six domains of academic procrastination, three of them having moderate effect
size: college activity in general, academic administration assignment, and writing a paper and the rest were
small effect size.

Based on the student report, they confess having a problem with the three most academic demands. At
the top rank was writing a paper, followed by weekly reading task and studying for exams. It is not
surprisingthat writing a paper is the most perceivedtask to as a problem. As Kellogg(1994) argues, writing is a
complex process which comprises of four cognitive tasks. There are gathering ideas, plan it, translate to text,
and reviewing. It is not only collecting knowledge in our head, but also a concern of intellectuality,
motivation, cognitive style, and anxiety.

Gender issue on the self-control and procrastination were found only in self-control variable and no
difference was reported in both academic and general procrastination. Consistent with the previous study
(Candeias et al., 2017; Angela Lee Duckworth & Seligman, 2006; Jo & Bouffard, 2014), male and female were
differing in self-control, which female reported better than male. But this finding differs with Wang, Fan, Tao,
and Gao (2017), which yield on male superior in Asian sample. This inconsistency perhaps linked with the
cultural background lying on the sample.

Conclusion

Finding on this study emphasize the role of self-control on procrastination. It has a moderate association
with both academic and general procrastination. Self-control is better in predicting general procrastination
than in academic context. The differences between the high and low self-control group in almost all of the
academic procrastination domainamplified the key contribution of self-control in an academic setting,
especially a college student. As a consequence, promoting one’s capability to take more control in his own
life would benefit, both in present and future. An academic institution should pay attention to this non-
cognitive factor to cultivate positive outcome.

Hariz Enggar Wijaya, Arief Rahman Tori 17

International Journal of Research in Counseling and Education , Open Access Journal: http://ppsfip.ppj.unp.ac.id

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