In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
3
63
~3
68
ISSN
: 2252-
88
22,
D
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I
:
10.11
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.
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2.
170
43
363
Jou
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me
pa
ge
:
ht
tp:
//i
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score
.
com
/
j
o
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na
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s
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x
.
p
hp/IJ
ERE
Internal locus of control, s
ocial support and academic
procrastination among st
ude
n
ts in com
p
l
e
ting the
thesis
Win
d
a Lifti
an
a
S
a
r
i
1
,
Fua
d
a
h
Fak
hruddia
n
a
2
1
PT
ARA
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n
d
o
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e
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2
F
acul
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f
Ps
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ersitas
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d D
a
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d
o
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Art
i
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e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
2
3
,
2
018
Re
vise
d Mar
1
0
,
201
9
Ac
ce
p
t
ed
M
a
y
1
1
,
2
019
Th
e
b
a
sis
o
f
t
h
i
s
st
ud
y
was
t
o
d
eterm
i
ne
t
h
e
r
elatio
ns
h
i
p
betw
e
en
i
n
t
ernal
lo
cus
of
c
on
trol
a
n
d
s
o
c
ial
su
pp
o
r
t
w
ith
s
tud
e
nt
s'
acad
emi
c
p
ro
crastinat
i
on
in
com
p
leti
ng
t
hei
r
t
h
e
sis.
T
h
i
s
study
i
s
u
s
i
ng
co
rrelati
o
n
a
l
sam
p
ling
t
echn
i
qu
e
and
th
e
res
e
a
r
ch
s
a
m
p
l
es
t
ak
en
fro
m
qu
o
t
a
s
a
m
p
ling
tech
ni
que ar
e
80
c
ollege
st
ud
ents
w
h
o
a
re
i
n
t
h
e
p
r
ocess
of
c
o
m
pl
e
tin
g
t
h
e
t
h
esis.
Th
e
m
easuri
ng
in
s
t
rum
e
n
t
i
s
the
A
cadem
ic
P
ro
cras
tin
ati
o
n
S
cale
in
c
o
m
p
l
etin
g
th
e
t
h
es
is
,
Int
e
rnal
L
ocus
o
f
Control
S
cale
and
S
o
cial
S
upp
ort
S
cal
e.
T
he
r
egressi
on
anal
ys
is
r
es
u
l
t
th
at
t
h
e
re
i
s
a
v
e
ry
s
i
g
n
i
fican
t
correl
a
ti
on
b
e
twee
n
internal
lo
cus
o
f
c
on
trol
a
n
d
s
oci
a
l
suppo
rt
w
it
h
acade
m
ic
p
rocras
ti
nati
on
o
f
th
e
st
ud
ents
i
n
com
p
l
e
ti
ng
th
e
th
es
i
s
.
F
u
rt
her
an
aly
s
is
s
ho
wed
th
at
t
here
i
s
a
very
si
gnif
i
c
a
n
t
n
egati
v
e
correl
a
ti
on
b
etween
i
nt
ernal
l
o
cu
s
of
c
on
t
rol
w
ith
acad
em
ic
p
ro
cra
s
ti
natio
n.
T
his
means
th
at
t
he
l
ow
er
l
evel
o
f
in
t
e
r
n
a
l
l
o
c
u
s
o
f
control,
t
he
h
igher
level
of
a
c
a
demic
procrastination
i
n
c
omp
l
e
t
i
n
g
a
t
h
e
s
i
s
,
and
v
i
ce
v
e
rsa.
L
ik
ew
i
s
e,
t
here
i
s
a
v
e
ry
s
ignif
i
cant
neg
a
ti
v
e
correlat
i
on
bet
w
een
s
oci
a
l
s
u
pp
ort
a
n
d
acad
emi
c
p
ro
cras
ti
nat
i
on
in
c
om
p
l
eti
ng
a
t
hesis
.
T
h
i
s
r
e
s
u
l
t
m
e
a
n
s
t
h
a
t
t
h
e
l
o
w
e
r
l
e
v
e
l
o
f
s
o
c
i
a
l
s
u
p
p
o
r
t
,
t
h
e
h
ig
her
level
o
f
acad
em
ic
p
rocras
ti
nation
i
n
completin
g a thes
is
, an
d
v
ice v
e
rsa
.
K
eyw
ord
s
:
A
c
a
d
em
i
c
proc
r
asti
nat
i
on
Interna
l
locus
o
f control
So
ci
al
su
ppo
rt
S
t
ude
n
t
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Fu
ad
a
h
Fa
k
h
r
ud
di
an
a,
D
e
pa
rtme
nt
o
f
P
s
ycho
l
o
gy,
F
a
cult
y
o
f
P
sycho
l
og
y,
U
ni
v
e
rsit
a
s
A
hm
ad D
ahla
n,
K
a
pa
s stree
t
9
,
S
e
m
a
ki,
Um
bul
harj
o,
Y
ogya
kar
t
a
5
5
1
6
6
,
In
do
nes
i
a
Em
ail:
fua
d
a
h
.
f
a
khr
u
d
d
i
a
n
a
@
ps
y.ua
d.
ac
.id
1.
I
N
TR
OD
U
C
TI
O
N
The
t
e
n
d
e
n
cy
t
o
de
la
y
t
h
e
c
o
m
p
let
i
on
o
f
ta
s
k
s
or
w
ork
ge
n
e
rall
y
u
se
d
the
t
e
rm
'
pr
ocra
st
i
n
at
i
on'
[
1].
The
w
o
rd
p
r
o
c
r
a
s
t
i
nate
o
ri
gi
n
a
tes
from
t
he
L
at
in
w
or
d
proc
rast
i
nare
a
nd
m
eans
to
p
u
t
o
ff,
de
lay,
p
rol
o
ng
,
defer,
s
ta
ll
,
or
post
p
one
c
om
p
l
e
tin
g
a
tas
k
.
P
r
oc
rastina
t
i
o
n
i
s
a
frequent
b
ehavior
in
c
ontemporary
s
ocieties
[2-4]
.
M
a
n
y
p
e
op
le
p
ost
p
one
w
ork
w
i
t
h
o
u
t
re
al
iz
in
g
t
h
e
cause
.
P
ay
i
ng
bi
ll
s,
p
ayi
n
g
t
a
x
e
s,
o
r
un
d
e
rg
oi
ng
me
dica
l
exam
i
n
at
i
ons,
is
t
he
r
e
a
son
for
almos
t
2
0%
o
f
a
d
u
l
t
s
d
e
l
a
y
i
ng th
eir
rout
ine
a
c
t
i
vi
t
i
es
[
5,
4
].
D
ela
y
ing
ac
t
i
v
i
ti
e
s
do
n
o
t
on
l
y
o
c
c
u
r
in
t
he
c
on
t
e
xt
o
f
'w
ork
'
b
ut
a
ls
o
occur
s
i
n
a
sc
ho
ol
o
r
ac
ade
m
ic
a
c
t
i
v
i
t
i
e
s
.
In
ac
adem
ic
act
i
v
it
ies
at
u
n
i
ve
rsit
i
e
s,
d
ela
y
s
in
t
he
e
xe
cu
t
i
on
of
'
a
s
s
i
g
n
m
e
n
ts'
als
o
o
ften
o
ccur
;
a
ls
o
fo
u
n
d
stude
n
t
s
w
h
o
o
f
t
e
n
pos
t
p
o
n
e
a
ssignm
en
ts
u
nt
il
t
he
l
a
s
t
m
i
n
u
t
e
[
6].
A
n
o
t
he
r
stu
d
y
r
ep
orte
d
tha
t
a
pp
r
o
x
i
m
a
te
ly
95
%
of
c
o
lle
g
e
s
tu
de
nt
s
pr
o
c
ra
sti
n
at
e
[7]
.
S
olom
o
n
a
nd
Rot
h
blum
r
epor
t
e
d
tha
t
4
6
%
o
f
the
i
r
par
t
i
c
ipa
n
ts
alw
a
ys
o
r
a
l
m
o
st
a
lw
a
y
s
procr
a
st
ina
t
e
d
c
om
p
l
e
t
i
ng
t
e
rm
p
a
p
ers
[
8
]
.
Pr
ocra
stina
t
io
n
t
h
a
t
i
s
r
e
late
d
t
o
ac
adem
ic t
a
s
k
s
i
s
inc
l
ude
d in ac
a
dem
i
c proc
r
a
stina
t
i
on.
T
h
e
p
ro
cr
ast
i
na
ti
on be
hav
i
or
i
n com
p
le
t
i
ng t
h
e
t
h
e
s
is
is
c
al
l
e
d
a
c
a
d
em
i
c
p
r
o
cra
s
t
i
n
at
i
on.
T
he
t
rut
h
i
s
tha
t
p
roc
r
ast
i
na
t
i
on
occ
u
rs
i
n
a
ll
kin
d
s
o
f
d
a
i
l
y
[
4,
9
],
ac
adem
ic
p
roc
r
a
s
t
i
nat
i
on
i
s
v
e
ry
c
omm
on
i
n
s
tu
de
nts
a
n
d
m
a
rke
d
as
d
e
t
rime
nta
l
t
o
a
c
a
de
mic
progre
s
s
an
d
success
j
us
ti
f
y
t
hus
i
t
s
s
t
udy.
I
t
is
e
stimat
e
d
t
hat
academic
p
roc
r
ast
i
n
at
ion
in
t
a
s
k
s
r
elate
d
t
o
aca
dem
i
c
l
i
fe
i
s
a
com
m
on
phe
nome
n
o
n
for
abo
u
t
70
%
o
f
u
n
ive
r
sit
y
s
t
ude
nt
s [4].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
63
- 3
68
36
4
Base
d
o
n
t
he
r
e
s
ults
o
f
i
n
t
e
rview
s
w
i
t
h
f
i
v
e
c
ol
l
e
ge
s
t
u
d
e
nts
f
rom
a
uni
ve
rsit
y
o
n
0
8
N
ovem
b
e
r
20
1
6
,
t
h
e
rese
a
r
che
r
o
b
t
a
i
ne
d
in
form
ati
o
n
tha
t
t
he
y
proc
rasti
n
a
t
e
d
in
c
o
m
p
l
eti
ng
t
h
e
i
r
t
h
esi
s
.
Th
e
r
e
a
s
on
st
u
d
e
nt
s
d
e
l
a
yi
n
g
t
h
ei
r
'
a
ss
ignme
n
t
s
'
i
s
b
e
cau
se
o
f
di
ff
i
c
ult
i
e
s
i
n
f
a
c
i
ng
o
b
s
t
a
c
les
in
c
o
m
plet
ing
t
h
eir
the
s
e
s
,
su
ch
a
s
di
ffi
c
u
l
t
i
e
s
in
m
e
e
t
i
ng
w
ith
s
up
e
r
vi
so
rs,
di
ff
i
c
ul
tie
s
in
f
i
ndi
ng
r
ese
a
r
c
h
s
u
b
j
e
c
t
s,
a
nd
a
l
s
o
obst
acl
e
s
tha
t
c
ome
fro
m
them
sel
v
es
s
uc
h
as
a
nx
ie
t
y
,
pess
imism
,
a
nd
l
a
z
i
n
ess.
I
n
ad
d
i
t
i
o
n
,
pro
c
rastina
t
io
n
ha
s
b
e
e
n
assoc
i
ate
d
w
it
h
a
varie
t
y
of
d
iffic
u
l
t
i
e
s
,
in
c
l
ud
in
g
tes
t
a
nxie
ty
[
1
0
],
m
issed
dea
d
l
i
ne
s
f
o
r
as
si
gn
ment
s
[
2
],
po
or
s
em
ester
gra
d
es
[
11],
d
e
pre
s
se
d
a
f
fe
ct
[
12],
low-
este
em
[
8
],
a
nd
s
o
c
i
a
l
a
nxi
e
t
y
[1
3
]
.
S
o
me
c
ommo
n
re
aso
n
s
f
o
und
t
o
b
e
a
s
so
c
i
at
e
d
w
it
h
p
r
o
c
ra
sti
n
ati
o
n
a
r
e
:
f
e
a
r
o
f
fa
il
ure
,
f
ee
l
i
n
g
ove
rw
he
l
m
ed,
d
i
ffic
u
lt
y
cho
o
s
i
ng
to
p
i
c
s
t
o
lea
r
n,
w
a
itin
g
for
m
o
re
i
nform
a
ti
on
t
o
b
e
g
i
ve
n
i
n
c
la
ss,
w
a
i
ti
ng
for
classm
ates
t
o
star
t
so
yo
u
ca
n
as
k
t
h
em
que
st
i
ons,
not
h
a
v
e
en
ou
g
h
e
ne
r
gy,
o
t
h
er
t
as
ks
r
e
q
u
i
re
s
tu
de
n
t
a
tt
e
n
tio
n,
a
n
d
lo
ve
cha
lle
ng
e
s
a
nd
e
xc
item
e
nt
w
ait
i
ng
u
n
t
i
l
t
he
l
as
t
m
i
n
u
t
e
[6
].
T
h
e
s
e
c
o
n
s
t
r
ai
nt
s
ca
use
t
h
e
s
t
ud
e
n
t
s
t
o
do
t
he
procr
a
st
ina
t
i
o
n
.
T
hus
t
he
t
he
sis
i
s
not
c
om
ple
t
e
d
on
tim
e.
T
h
i
s
w
i
l
l
ma
k
e
t
h
i
ngs
w
orse
.
A
nxie
t
y
a
nd
stre
ss
ca
n
arise
la
te
r.
A
n
x
ie
ty
a
n
d
s
tre
ss
ex
per
i
e
n
c
e
d
c
a
n
i
n
cr
eas
e
t
h
e
l
e
n
g
t
h
of
t
im
e
de
l
a
y
du
e
to
t
ra
nsfe
r
t
o
o
t
h
er
a
c
t
i
vit
i
es.
Th
e
o
b
s
t
a
cl
es
e
xp
eri
e
n
c
e
d
b
y
st
ud
e
n
t
s
o
f
t
h
e
un
iv
e
r
s
i
t
y
m
a
d
e
h
i
m
f
e
e
l
d
e
p
re
s
s
e
d
an
d
e
v
en
t
u
al
l
y
dela
ye
d
by
do
in
g
m
o
re
e
n
j
o
y
a
b
l
e
a
c
t
i
v
i
tie
s,
s
uch
as
l
oo
ki
n
g
f
or
e
nt
ert
a
i
n
ment
o
r
t
r
a
v
e
lin
g
,
w
o
r
k
i
ng
i
n
a
w
e
ld
in
g
w
o
rk
s
h
o
p
a
nd
l
e
a
v
i
n
g
al
l
a
c
t
i
v
i
t
ies
abo
u
t
l
ec
t
u
re
s.
T
hi
s
st
u
d
en
t
a
l
s
o
s
t
a
t
e
d
tha
t
h
e
w
o
uld
on
l
y
w
ork
on
t
h
e
t
hesi
s
r
e
vi
sio
n
i
f
i
t
w
er
e
nea
r
in
g
the
dea
d
l
i
ne.
Co
ll
ege
s
t
u
d
e
nt
s
w
h
o
a
r
e
in
t
h
e
p
ro
c
e
ss
o
f
co
mp
l
e
ti
ng
the
i
r
the
s
is
a
re
e
x
p
ec
te
d
t
o
h
a
v
e
a
l
o
w
l
e
ve
l
of
p
roc
r
as
ti
na
tio
n
beca
use
if
t
he
y
c
o
n
tin
u
e
t
o
procr
a
st
in
a
t
e
,
i
t
w
ill
m
a
ke
t
he
m
take
l
on
ge
r
time
i
n
c
om
p
l
etin
g
the
i
r
thes
is,
w
a
s
te
t
i
m
e
and
do
no
t
m
a
xim
a
l
l
y
com
p
le
t
e
t
he
tas
k
s.
T
here
a
re
s
ti
l
l
l
ot
s
of
c
olle
ge
s
t
u
den
t
s
w
ho
procr
a
st
ina
t
e
w
hi
ch
c
au
s
e
t
h
e
m
u
n
a
bl
e
to
c
o
m
pl
e
t
e
t
h
ei
r
the
s
is
o
n t
i
me
.
T
h
e
c
o
l
l
e
g
e
s
t
u
d
e
n
t
a
l
s
o
s
t
a
t
e
d
t
h
a
t
h
e
h
a
d
n
o
t
b
e
e
n
d
o
i
n
g
t
h
e
t
h
e
s
i
s
f
o
r
a
w
e
e
k
;
h
e
w
a
s
e
a
t
i
n
g
,
sl
e
e
p
i
n
g
a
nd
p
l
a
y
i
n
g
t
oge
t
h
e
r
w
i
t
h
his
frie
n
d
e
v
e
n
t
ho
u
g
h
he
k
n
ew
t
ha
t
he
m
us
t
im
me
dia
t
e
l
y
com
p
le
te
h
is
the
s
is.
A
l
s
o
,
othe
r
st
ude
n
t
s
sa
id
t
hat
he
w
o
u
l
d
o
n
l
y
r
e
v
i
s
e
the
t
hesi
s
i
f
it
ha
s
bee
n
c
lose
d
to
t
he
time
l
i
mit.
Ba
s
i
c
a
l
l
y
,
in
v
ari
ous
c
o
n
t
e
x
ts
s
uc
h
a
s
w
ork
an
d
ac
a
d
em
ic
a
c
t
i
v
i
ti
es,
e
ffe
ct
ive
use
of
tim
e
h
a
s
b
e
e
n
em
phas
i
zed
[
1
4
,
15]
.
A
rec
e
nt
m
eta-a
n
a
l
ys
i
s
s
t
u
d
y
pro
v
i
des
c
o
n
v
in
c
i
ng
e
vi
d
e
n
c
e
t
h
a
t
t
h
e
re
i
s
a
posi
t
i
v
e
rela
tio
ns
hip
be
tw
ee
n st
u
d
en
t t
i
me
m
anage
m
e
n
t an
d
grade
p
o
i
n
t
av
e
r
age
(G
P
A
)
and se
me
ste
r
gra
des [1
5].
A
l
t
h
o
u
gh
de
la
yi
n
g
b
e
h
a
v
i
o
r
oc
curs
i
n
a
ll
ty
pe
s
o
f
d
a
i
l
y
t
a
s
ks
[
1
3
]
,
a
c
a
dem
i
c
proc
rast
i
n
ati
on
oc
c
u
rs
very
c
om
monl
y
am
ong
s
t
ude
nts
an
d
c
ons
id
e
r
ed
d
e
t
rime
n
t
a
l
t
o
a
c
a
d
emi
c
p
rog
r
es
s
a
n
d
t
h
e
su
c
c
e
s
s
of
s
t
u
dy
[4].
A
c
a
dem
i
c
proc
rast
i
n
at
i
o
n
migh
t
give
n
e
g
a
t
i
v
e
co
nse
q
u
e
nc
es
bec
a
use
by
d
o
i
n
g
pr
oc
rast
ina
t
i
o
n,
s
tu
d
e
nts
w
ill
w
a
ste
t
i
me
,
aban
do
n
tas
k
s,
a
n
d
d
o
no
t
m
a
xim
a
l
l
y
c
o
m
p
lete
t
he
t
a
s
ks
[
2].
P
r
ocra
st
i
n
a
t
i
o
n
m
i
gh
t
r
e
lie
ve
s
t
r
e
s
s
i
n
t
h
e
s
h
o
r
t
t
e
r
m
,
b
u
t
s
o
m
e
r
e
s
e
a
r
c
h
e
s
f
o
u
n
d
t
h
a
t
p
r
o
c
r
a
st
i
n
a
t
i
on
i
t
se
l
f
c
ou
l
d
caus
e
s
tre
s
s,
e
ven
c
a
uses
fe
el
ing
a
n
xio
u
s
a
n
d
g
u
i
l
t
y
[
2
].
D
elayi
n
g
b
e
hav
i
or
c
an
a
l
s
o
ca
us
e
dela
y
s
i
n
s
t
u
dyi
n
g
/
l
e
a
rni
ng
[16,
1
7],
in
com
p
i
lin
g
w
o
r
k
o
r
re
p
o
r
t
s,
l
o
s
i
ng
de
ad
l
i
nes
for
su
bmi
t
t
i
ng
a
pa
per,
a
nd
d
e
lay
i
ng
a
d
mi
ni
st
r
a
t
i
ve
t
a
s
ks
r
elate
d
to
a
c
a
dem
i
c
a
c
ti
v
i
t
i
es,
s
u
ch
a
s
ret
u
rn
in
g
li
brary
bo
o
k
s,
r
e
g
i
s
t
er
in
g
for
e
x
am
i
n
a
tio
ns,
etc.
[
1
8
,
16,
4
].
Ac
ad
e
m
i
c
p
rocra
s
t
i
n
a
ti
on
a
l
s
o
c
a
us
es
c
l
a
ss
ski
ppi
ng
b
e
h
av
io
r
o
r
d
e
l
a
y
in
g
ha
ndi
n
g
o
ve
r
w
o
rk
[
1
9
],
a
nd
c
a
n
lead
t
o
co
nfl
i
ct
s with pa
r
en
ts
o
r
frie
n
d
s
[4].
A
c
ade
m
ic
p
r
o
c
r
asti
nat
i
on
is
a
d
i
l
at
ory
be
ha
v
i
or
w
hi
c
h
i
s
s
h
ow
n
i
n
i
nd
i
v
id
u
a
l
i
n
d
i
ca
tor
s
t
hat
c
a
n
b
e
me
asure
d
a
nd
o
bse
r
ve
d
bas
e
d
on
it
s
c
h
ar
acter
ist
i
cs.
Th
ere
a
r
e
f
o
u
r
c
h
ar
acter
i
s
t
i
cs
:
dela
yin
g
t
o
s
t
a
rt
a
n
d
com
p
le
te
t
a
s
ks
,
bein
g
la
te
i
n
do
i
ng
tas
k
s,
t
he
t
ime
ga
p
betw
ee
n
p
la
n
a
nd
a
c
t
ua
l
w
o
rk,
a
nd
do
i
ng
mor
e
enj
o
yab
l
e
act
i
v
ities
[20].
S
e
ve
ral
fac
t
or
s
a
r
e
affec
tin
g
a
c
a
d
em
ic
p
rocr
a
s
tina
t
io
n
in
c
om
pl
e
t
ing
a
t
h
esis,
bo
th
f
r
o
m
in
t
e
rna
l
a
n
d
exter
n
al
f
ac
tors.
Fac
t
ors
tha
t
c
an
i
nc
rea
s
e
ac
adem
ic
p
roc
r
asti
n
a
t
ion,
i
n
gene
ra
l,
c
an
b
e
cla
s
si
fied
i
n
t
o
tw
o
cat
e
gories,
including
i
nterna
l
(from
the
individua
l
itself
)
o
r
e
x
t
e
rn
al
(
fr
om
i
n
d
i
v
i
dua
l
per
cep
ti
o
n
s
t
o
o
t
h
er
people'
s
a
t
tributes t
o them)
.
T
he
i
nter
nal
factors
i
.
e.
s
elf-re
g
u
la
t
i
o
n
lea
rn
in
g
[21]
, mot
i
va
t
i
on [2
1],
pe
rso
n
al
ity
varia
b
l
e
s
[4]
,
a
nd
a
c
h
ie
vem
e
nt
g
oa
l
orie
nta
t
i
o
n
[2
2].
S
o
me
s
t
u
d
i
e
s
[
2
3
-
2
6
]
ass
o
cia
t
e
d
p
rocr
ast
i
na
ti
on
w
it
h
perso
n
a
l
i
t
y
va
r
i
a
b
l
e
s,
s
uc
h
as
l
ow
s
el
f-e
s
t
e
em
,
l
o
w
self-c
o
n
f
i
d
e
n
ce
,
hi
gh
pe
rfe
c
t
i
onism
,
compe
tit
ive
imm
obi
lism
,
i
m
pulsi
ve
d
ysf
unc
t
i
o
n
,
de
pre
ssi
on
,
a
n
d
an
x
i
et
y
[4].
O
ther
i
nte
r
na
l
fac
t
or
s,
s
uch
as
p
e
r
s
ona
l
i
t
y
trai
ts have
a
l
so
be
e
n
fo
u
nd t
o
be
re
l
a
te
d to pr
o
cra
s
t
i
na
t
i
on b
e
ha
v
i
or
[6].
F
u
rtherm
ore
,
t
he
l
ocus
o
f
c
o
ntr
o
l
a
lle
ge
d
l
y
also
h
a
s
a
r
ol
e
in
ge
ne
rat
i
n
g
a
cade
m
ic
p
r
o
c
r
ast
i
na
t
i
o
n
beha
v
i
or.
The
dime
n
s
io
ns
o
f
loc
u
s
o
f
c
o
n
t
ro
l
(i
nter
na
l
vs.
e
x
te
r
n
a
l
)
wit
h
o
t
h
er
i
m
p
o
r
ta
n
t
a
s
p
ect
s
i
n
t
he
d
a
ily
l
i
v
es
o
f
stu
d
e
nt
s
and
st
ud
en
ts,
su
c
h
a
s
a
cad
e
m
i
c
a
chi
e
v
e
me
n
t
,
s
elf-
es
te
em
,
ac
ade
m
ic
p
roc
r
ast
i
n
at
ion
,
s
e
l
f-
efficac
y,
o
pt
i
m
ism,
s
e
l
f-conc
e
p
t,
s
ense
o
f
m
a
ster
y,
e
tc.
[13,
2
7-
33]
.
In
a
ddi
tio
n,
a
s
repor
t
e
d
i
n
[
1
3
]
a
nd
[
30]
,
st
u
d
e
nt
s
wi
th
i
n
t
ern
a
l
l
o
cu
s
of
c
on
t
r
ol
a
re
l
ess
l
i
k
e
l
y
to
c
on
d
uc
t
a
cade
m
i
c
p
r
o
cra
s
tina
t
i
on
t
h
a
n
s
t
u
de
nts
w
h
o
have
e
xte
r
nal
l
o
c
u
s
of
c
on
tro
l
:
i
t
m
ea
ns
t
ha
t
st
ude
n
t
s
w
i
t
h
i
nt
er
nal
loc
u
s
o
f
c
on
tro
l
a
re
a
ble
t
o
s
tart
w
ork
w
ith
t
h
e
a
i
m
o
f
c
omp
l
e
tin
g
th
ei
r
t
a
sk
s
t
h
an
doi
ng
o
t
h
er
t
h
i
ng
s
b
e
tt
e
r
tha
n
s
t
ude
n
t
s
w
h
o
ha
ve
e
x
t
er
na
l
loc
u
s
o
f
control [33]
.
I
n
t
e
rna
l
l
oc
us
o
f
c
o
nt
r
o
l
is
t
he
i
n
d
i
v
i
dua
l
'
s
be
lie
fs
i
n
eve
r
yt
hi
n
g
t
ha
t
h
a
ppe
n
s
t
o
the
m
[
34].
Th
e
fa
ct
ors
w
i
t
h
in
t
hem
s
el
ves,
a
bi
l
i
t
y
,
in
tere
st,
a
nd
effort
w
ill
a
ffe
c
t
t
he
i
r
s
ucc
e
ss.
I
nd
iv
idua
l
s
w
h
o
t
e
n
d
an
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es
E
du
c
.
IS
S
N
:
2252-
88
22
Titl
e
o
f
t
h
e m
a
nus
crip
t i
s
sh
o
r
t
a
nd cle
a
r, im
plie
s researc
h
resu
lts (First
Aut
hor)
36
5
in
t
e
rna
l
l
oc
us
o
f
c
o
n
t
ro
l
be
li
eve
tha
t
t
he
e
ve
nts
t
h
e
y
e
x
p
e
r
ien
ce
d
are
t
h
e
re
sult
o
f
t
he
ir
b
eha
v
i
o
r
s
a
nd
a
cti
o
n
s
[
3
5
]
.
In
t
e
rn
a
l
l
o
c
us
o
f
co
nt
rol
i
s
"
t
h
e
t
e
nd
e
n
cy
o
f
in
div
i
du
a
l
s
t
o
se
e
the
e
v
ent
s
t
he
y
e
xper
i
e
n
ce,
w
he
t
h
er
t
he
y
are
go
o
d
or
ba
d, tha
t
a
f
fec
t
t
h
e
m
s
e
l
ves, are
t
he resu
l
t of the
i
r ow
n
a
b
i
l
i
t
ies
,
f
eat
ure
s
,
a
n
d be
h
a
v
i
o
r
, rat
h
e
r
t
ha
n
the
re
sul
t
s
of
e
xter
na
l
force
s
s
uc
h
a
s
l
uc
k,
f
ate,
a
nd
o
t
hers
"
[3
6].
S
t
ude
nt
s
w
ho
t
e
n
d
i
nt
erna
l
loc
u
s
of
c
on
t
r
ol
un
dersta
n
d
t
ha
t
t
h
e
i
r
aca
dem
i
c
succe
ss
de
pe
nds
o
n
th
em
sel
v
es
a
n
d
w
i
ll
p
a
y
m
ore
at
t
e
nti
on
t
o
i
n
f
or
ma
t
i
on
or
kn
ow
le
d
g
e
t
o
achie
ve
t
he
i
r
t
a
r
gets
[
3
6
,
37]
.
S
tude
n
t
s
w
h
o
h
a
ve
a
h
ig
h
l
e
vel
of
i
n
t
e
r
na
l
l
o
cu
s
o
f
c
o
n
t
r
ol
w
i
l
l
see
the
'w
orl
d
'
as
s
om
eth
i
n
g
t
ha
t
c
a
n
b
e
co
ntr
o
l
l
e
d
,
so
t
h
e
y
ha
ve
a
d
ec
i
s
i
v
e
r
o
le
i
n
it
.
S
t
ude
n
t
s
w
h
o
have
a
hi
gh
l
e
ve
l
of
i
nter
na
l
loc
u
s
o
f
c
o
n
t
ro
l
h
a
ve
c
ha
rac
t
e
r
is
tic
s:
h
a
r
dw
or
ki
n
g
,
ha
ve
i
n
itia
ti
ve,
alw
a
ys
t
ry
t
o
so
lve
pro
b
lem
s
enc
o
u
n
t
e
r
ed,
a
l
w
a
y
s
try to thi
n
k as e
ffe
c
tive
l
y
as
pos
s
i
ble, an
d
have
the pe
rce
p
ti
on
t
h
a
t
eff
orts m
u
s
t
be
m
ade
if
t
he
y
w
a
n
t
t
o
be
s
ucc
e
ss
fu
l
[3
8].
Th
us,
st
ude
n
t
s
w
ho
ha
ve
t
h
i
s
c
h
ara
c
ter
w
i
l
l
b
e
be
tter
o
ff
us
i
n
g
or
ut
iliz
i
n
g
t
i
me
a
nd
s
h
ow
i
n
g
m
o
re
c
ons
truct
i
ve
b
e
h
av
i
o
r
i
n
a
n
t
i
c
i
pa
tin
g
obsta
c
l
es
[
36]
.
S
t
ude
nt
s
w
h
o
have
a
hi
gh
leve
l
o
f
i
n
t
erna
l
l
o
c
u
s
of
c
o
n
tr
ol
w
i
l
l
as
s
o
on
as
poss
i
b
l
e
c
o
mp
l
e
te
t
he
ir
t
he
si
s
o
p
t
i
ma
l
l
y
a
n
d
c
a
n
minim
i
z
e
t
he
i
r
proc
r
ast
i
nat
i
on
b
ehav
i
o
r.
Ex
ter
n
al
f
a
c
t
o
rs
i
nc
lu
de
a
n
e
g
at
ive
e
v
a
l
ua
t
i
on
f
rom
o
t
hers
[
39]
,
an
d
pe
er
i
nf
lue
n
ce
[
4
0
].
A
ltho
u
g
h
the
s
e
fa
ct
ors
a
r
e
consi
d
er
ed
e
xterna
l
,
i
n
d
i
v
i
dua
l
s
n
ee
d
t
o
s
ee
them
i
n
a
ce
rtain
wa
y
be
fore
d
e
v
e
l
o
p
i
n
g
procr
a
st
ina
t
i
o
n
be
ha
v
i
or
[
41].
S
o
c
i
a
l
s
u
ppor
t
is
v
er
b
a
l
or
non-
verba
l
i
nf
orm
a
tion
or
a
d
v
i
c
e,
r
e
a
l
a
ssis
t
ance
,
and
ac
tio
ns
g
i
v
en
b
y
soc
i
a
l
i
n
t
i
m
ac
y
or
a
c
q
u
i
red
d
u
e
to
t
he
p
re
se
nce
o
f
o
th
e
r
s,
a
n
d
h
as
a
n
em
ot
io
n
a
l
an
d
beha
v
i
ora
l
b
e
n
e
f
i
t
t
o
the
r
ecip
i
e
n
t
[4
2].
S
o
cia
l
s
up
p
o
rt
i
s
a
h
ea
lth
y
rela
ti
on
sh
ip
w
h
e
n
t
h
e
i
ndi
vi
d
u
al
i
s
expe
r
i
enc
i
ng
p
r
ob
lem
s
o
r
d
i
ffic
u
l
t
i
es,
ei
the
r
i
n
the
for
m
o
f
i
n
form
ati
o
n
or
r
e
a
l
he
l
p
,
so
t
ha
t
in
d
i
v
i
du
a
l
w
i
l
l
fe
el ca
r
e
d
,
a
p
p
r
ec
i
a
te
d,
a
nd lo
ved.
S
ocial s
u
p
por
t c
a
n
com
e
fro
m
fa
milie
s, frie
nds,
and
lec
t
ure
r
s.
S
o
c
i
a
l
s
up
po
rt
c
an
b
e
di
vi
d
e
d
into
f
our
d
i
m
en
si
on
s:
e
mo
t
i
on
a
l
s
up
p
o
rt,
appra
i
sa
l
su
p
por
t,
in
strum
e
n
t
a
l
s
up
p
o
rt,
an
d
i
n
form
ati
v
e
s
u
p
por
t
[43].
S
o
ci
al
s
up
p
or
t
is
n
ee
ded
b
y
t
he
i
nd
i
v
id
ua
l
,
e
s
p
ec
i
a
l
l
y
col
l
e
g
e s
t
ude
n
t
s in c
om
ple
t
i
n
g the
i
r
thes
is. S
ocial
sup
p
o
rt
can
h
el
p t
h
em
so
l
ve
t
he
i
r
pro
ble
m
s, an
d
ma
k
e them
f
e
e
l
a
i
d
e
d
a
n
d
e
a
g
e
r
t
o
f
i
n
i
s
h
t
h
e
i
r
t
h
e
s
i
s
,
s
o
t
h
e
l
e
v
e
l
o
f
a
c
a
d
emi
c
p
ro
crast
i
n
a
tio
n
will
d
e
c
re
as
e.
H
owe
v
e
r
,
the
t
e
n
d
e
n
cy
o
f
proc
rast
ina
t
ion
is
s
i
g
n
i
fi
c
a
n
t
l
y
r
e
late
d
t
o
i
n
d
i
v
i
d
ua
l
sat
i
sfac
tio
n
w
i
t
h
s
oc
ial
an
d
em
oti
ona
l
sup
por
t
from
f
rien
ds r
ather
t
h
a
n
from
fa
mily
m
e
m
bers
[
2].
In
t
hi
s
c
ont
e
x
t
,
t
hi
s
st
ud
y
a
i
ms
t
o
i
n
v
e
st
ig
at
e
t
h
e
re
l
a
t
i
on
sh
i
p
be
tw
een
i
n
t
e
r
na
l
loc
u
s
of
c
on
tro
l
a
n
d
soc
i
al s
up
p
o
rt w
i
t
h a
c
a
d
em
i
c
proc
r
ast
i
n
at
ion
of the
s
tu
de
nt
s in
c
om
ple
t
in
g
the t
h
e
s
i
s
. This stud
y is
t
o see
how
the r
o
l
e
of
i
n
te
rnal l
ocus
o
f c
o
nt
rol
a
n
d
so
ci
al
sup
po
rt
in
ge
n
e
r
at
in
g a
cad
e
m
ic
p
rocr
astina
t
i
on
be
ha
v
i
o
r
.
2.
RESEARCH
M
ETH
O
D
The
p
o
p
u
l
a
tio
n
o
f
t
h
i
s
st
u
d
y
w
a
s
324
s
t
ud
ent
s
i
n
a
fac
u
l
t
y
at
p
a
r
t
i
c
u
l
a
r
un
i
v
ersi
tie
s
i
n
Y
og
yakar
t
a
,
Ind
ones
i
a,
w
h
o
a
r
e
i
n
th
e
pr
oce
s
s
of
c
om
p
l
et
ing
t
h
eir
the
s
i
s
.
T
h
e
s
ample
o
f
t
h
i
s
re
search
w
as
8
0
st
ud
en
t
s
se
l
e
c
t
ed
th
r
ough
a q
u
o
t
a
sampl
ing
t
e
ch
niq
u
e
.
Th
e
d
a
t
a
w
a
s
o
bt
ai
n
e
d
usi
ng
a
sc
al
e
o
f
a
cad
e
m
i
c
p
ro
c
r
asti
n
a
ti
on
,
the
sc
ale
o
f
i
nter
n
a
l
loc
u
s
of
c
o
nt
rol
,
a
nd
s
c
a
l
e
o
f
so
cia
l
s
u
ppo
rt
.
Det
e
rmi
n
a
t
i
o
n
of
t
he
n
u
m
b
er
o
f
sc
ale
item
s
i
s
ca
lcu
l
a
t
e
d
u
s
i
ng
t
h
e
B
r
ow
n-Spe
a
rm
an
s
c
a
le
f
or
mula
b
a
s
e
d
o
n
relia
b
i
li
ty
a
n
d
t
he
e
x
p
ec
t
e
d
av
e
r
a
g
e
co
rrel
a
t
i
o
n
sc
a
l
e
it
em.
Th
e
scale
c
o
mp
ile
d
b
y
t
he
r
esea
rche
r
is
a
L
i
k
e
r
t
m
ode
l
sca
l
e
.
T
he
L
i
k
ert
Sc
ale
is
a
b
ipo
l
ar
s
c
a
le
m
et
h
o
d
t
ha
t
me
asure
s
b
o
t
h
pos
i
t
i
v
e
an
d
ne
g
a
t
i
ve
r
e
s
po
nse
s
t
o
a
sta
t
e
m
e
n
t
.
T
he
s
ca
l
e
u
se
d
in
t
hi
s
stu
dy
is
t
he
s
c
a
l
e
prepa
r
ed b
y th
e re
se
arc
h
er.
Th
e
S
c
a
l
e
of
A
c
a
dem
i
c Proc
rast
ina
t
i
o
n
com
p
i
l
e
d
b
a
se
d on spe
c
i
f
ic cha
rac
t
e
r
istic
s
ac
cord
in
g
to
S
c
houw
en
berg
[
5]
c
onsi
s
t
i
ng
o
f
d
e
l
a
y
t
o
s
t
art
and
c
o
m
p
le
t
e
t
a
s
ks,
de
l
a
y
i
n
d
oin
g
t
a
s
ks,
t
i
m
e
gap
s
b
e
t
w
e
e
n
p
la
ns
a
nd
ac
t
u
a
l
p
e
rform
anc
e
,
and
do
ing
o
t
her
ple
a
sant
act
iviti
e
s.
T
he
s
cale
c
ons
i
s
t
s
of
3
1
it
e
m
s
an
d Cro
n
b
ac
h
'
s
alp
h
a
co
efficie
n
t of
s
ca
le
is 0.
13.
The
sc
a
l
e
of
i
n
t
e
r
na
l
loc
u
s
of
c
on
tro
l
c
om
pil
e
d
ba
se
d
o
n
c
h
a
rac
t
e
ristics
of
I
nter
n
a
l
L
o
c
u
s
of
C
ontro
l
according
to
C
rider
[1]
i.e.
lik
e
w
o
rk
i
n
g
h
a
rd,
ha
vin
g
h
i
gh
i
n
i
ti
a
t
i
v
e
,
a
lw
a
y
s
tr
y
t
o
f
i
nd
prob
l
e
m-
solv
i
n
g
,
alw
a
ys
t
r
y
t
o
thi
n
k
e
ffe
c
t
ive
l
y
a
s
p
oss
i
bl
e,
a
nd
a
l
w
a
y
s
ha
ve
a
pe
rce
p
ti
o
n
t
ha
t
ef
for
t
m
us
t
be
m
ade
t
o
g
a
i
n
succe
ss.
Th
is
s
cale
has
42
i
t
em
s
and
Cro
nbac
h
'
s
a
lp
h
a
c
oe
ffic
i
e
n
t
i
s
0.
93
8.
T
he
s
c
a
le
o
f
S
o
c
i
a
l
S
upp
ort
com
p
i
l
e
d
b
a
s
e
d
o
n
the
di
m
e
ns
io
ns
o
f
s
o
c
i
al
s
up
por
t
ac
c
o
rd
in
g
to
t
he
H
ouse
i.
e.
e
mot
i
ona
l
s
u
pp
ort,
a
w
a
rd
su
pp
o
r
t
,
i
n
s
t
r
ume
n
t
a
l
su
ppo
rt
a
nd
i
nfo
r
mati
v
e
s
u
ppo
rt
[
43].
Th
e
s
c
a
l
e
o
f
S
o
c
i
a
l
S
u
p
p
o
r
t
h
a
d
3
6
i
t
e
m
s
a
n
d
Cr
o
nbac
h
's a
lp
ha
coe
ffic
ie
nt
o
f sc
ale
is
0
.95
5
.
The
va
l
i
d
ity
u
sed
in
t
h
i
s
stu
dy
is
c
o
n
te
n
t
v
a
lid
it
y,
w
hic
h
i
s
v
a
lid
i
t
y
t
h
a
t
i
s
estim
ate
d
by
t
e
s
tin
g
t
h
e
con
t
e
n
t
of
t
he
t
es
t
thr
o
u
gh
r
a
ti
ona
l
by
pr
ofe
ssi
ona
l
ju
dgm
e
n
t.
The
data
a
nal
y
sis
method
u
se
d
in
t
h
i
s
s
t
u
dy
i
s
re
g
r
e
ssi
o
n
a
n
aly
s
i
s
a
s
t
h
i
s
r
ese
a
r
c
h
t
est
th
e
rel
a
t
i
o
n
ship
b
etw
een
i
n
t
er
na
l
l
o
c
u
s
of
c
o
n
t
ro
l
an
d
s
o
c
i
a
l
s
up
por
t
v
a
ri
a
b
l
e
s
a
n
d
ac
a
d
emi
c
p
ro
cras
t
i
n
a
tio
n
v
a
ri
a
b
l
e
.
B
e
fo
re
d
a
t
a
a
n
al
ysis,
the
a
s
s
u
m
p
tio
n
tes
t
w
as
p
er
for
m
e
d
.
The
da
ta
i
n
th
i
s
stu
dy w
e
re
a
na
lyz
e
d
us
i
n
g
a
stat
i
st
ica
l
c
o
m
put
a
tio
n
me
tho
d
w
i
t
h
S
P
S
S
16.0
for
Wi
n
dow
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
3
63
- 3
68
36
6
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Base
d
o
n
the
r
e
s
u
lts of da
ta
a
na
lys
i
s, t
h
e
r
eg
re
ssio
n
c
o
e
f
f
i
c
i
e
nt
b
e
t
ween
i
nt
e
r
n
a
l
lo
cu
s
of
c
o
n
t
r
ol
a
n
d
soc
i
al
s
u
p
p
o
rt
w
it
h
ac
adem
ic
p
roc
r
ast
i
na
t
i
on
in
c
om
p
l
e
tin
g
a
t
h
es
is
i
s
R
=
0.
78
2
w
ith
p
=
0
.
0
00.
F
rom
this
st
a
t
i
s
t
i
ca
l da
ta, there
is a
ver
y
sig
n
i
f
i
c
a
n
t c
o
nn
e
c
t
io
n betw
e
e
n
int
e
rn
a
l
lo
c
u
s
o
f
co
nt
rol
a
n
d
so
ci
al
s
uppo
rt
wi
t
h
ac
adem
ic
p
rocr
a
s
tina
t
io
n i
n
c
o
m
plet
i
ng a
t
h
es
is.
Base
d
o
n
t
h
e
r
esu
l
t
s
o
f
par
t
ia
l
corre
lat
i
on
a
n
al
ys
is
b
e
t
w
e
e
n
i
n
t
e
rn
al
l
oc
u
s
o
f
co
ntr
o
l
a
n
d
ac
adem
ic
procr
a
st
ina
t
i
o
n
,
t
he
c
oeffic
i
e
n
t
corr
elat
i
on
be
tw
een
i
n
t
erna
l
l
oc
us
o
f
co
n
t
rol
an
d
ac
ade
m
ic
p
roc
r
ast
i
n
a
ti
on
i
n
com
p
le
t
i
ng
a
the
s
i
s is
Z
er
o-o
r
der
=
-
0
.7
04
w
it
h p
=
0.
0
0
0.
T
he
r
e
su
lt of
t
hi
s
c
o
mpu
t
a
t
io
n
s
h
ow
e
d
t
ha
t
t
h
er
e
is
a
ve
ry
s
ig
n
i
f
i
c
a
nt
n
e
g
a
t
ive
c
o
rr
elat
io
n
bet
w
ee
n
i
n
t
e
r
n
al
l
oc
us
of
c
o
n
tr
ol
a
n
d
aca
dem
i
c
pro
c
rast
ina
t
i
o
n
in
com
p
le
t
i
ng
a
the
s
i
s
.
This
r
es
ul
t
me
ans
tha
t
t
he
l
owe
r
l
e
v
el
o
f
i
n
t
e
r
n
al
l
oc
u
s
o
f
c
o
ntro
l,
t
he
h
i
g
her
le
ve
l
of
ac
adem
ic
p
rocr
a
s
tina
t
io
n,
a
nd vice
ve
r
sa.
C
o
l
l
e
g
e
st
ude
nts
w
i
t
h
a
h
i
gh
l
e
vel
of
i
n
t
e
r
na
l
l
o
c
u
s
o
f
c
o
n
tr
ol
w
il
l
be
m
ore
ac
t
i
vel
y
s
ee
k
i
n
g
in
form
ation
a
nd
use
it
to
s
ol
v
e
t
he
ir
p
rob
l
e
m
,
have
a
h
ig
h
sens
e
of
r
e
s
p
o
n
s
i
b
ili
t
y
,
alw
a
ys
t
ry
t
o
a
nd
c
o
m
p
le
te
the
i
r
the
s
is
i
mm
ediat
e
l
y
.
While
s
t
ude
n
t
s
w
i
th
a
l
ow
l
e
v
el
o
f
in
ter
n
al
l
o
c
us
o
f
co
ntro
l
w
i
l
l
b
e
l
e
ss
ac
tive
l
y
seek
in
g infor
m
a
t
i
o
n to s
olve
t
he
i
r
p
robl
em,
an
d
d
o
n
o
t
l
i
k
e
try
i
n
g
t
o
c
omp
l
ete t
h
eir t
a
sks
beca
u
s
e the
y
a
r
e
not
sure
a
bo
ut t
he
i
r
a
bilit
y,
s
o the
y
te
n
d t
o
proc
r
ast
i
na
t
i
o
n
.
As
r
e
p
o
r
te
d
i
n
p
rev
i
o
u
s
re
sear
ch
[
1
3
,
3
0
]
as
m
en
ti
o
n
ed
ear
l
i
e
r
,
s
tu
de
nts
w
i
th
i
n
t
e
r
nal
l
o
c
u
s
o
f
con
t
ro
l
ten
d
t
o
d
o
a
ca
de
mic
pr
ocra
sti
n
at
i
o
n
les
s
r
egu
l
a
r
ly
t
ha
n
t
hose
w
ith
e
x
t
erna
l
loc
u
s
of
c
o
n
t
ro
l:
t
h
i
s
me
ans tha
t
stu
de
n
t
s w
ith in
t
e
r
nal loc
u
s of c
on
tro
l
a
re ab
l
e t
o
start
w
o
rk
w
it
h th
e aim
o
f
c
om
ple
t
ing t
h
ei
r
ta
sk
s
bet
t
er t
ha
n t
h
o
s
e st
ude
n
t
s w
i
t
h
e
x
t
e
r
na
l
l
o
c
u
s of c
o
n
tro
l
[3
3
].
S
tude
nts w
i
t
h
h
igh
in
t
e
rna
l
c
on
tro
l
for ac
a
d
em
ic
results
need
l
es
s
t
i
m
e
t
o
com
p
le
te a
n
d
r
estore
ac
a
dem
i
c assignm
en
ts tha
n s
t
u
d
e
n
ts w
ith h
i
gh
e
x
te
r
n
al
c
o
n
t
r
ol
s
[1
3].
L
o
w
le
ve
l
o
f
i
nter
na
l
lo
cus
o
f
c
o
n
tr
ol
m
igh
t
c
a
u
se
p
r
o
c
r
a
st
ina
t
ion
b
e
ha
v
i
or
b
e
cau
s
e
s
tu
de
nts
mi
g
h
t
feel
uns
ure
a
b
o
u
t
t
heir
o
w
n
a
b
i
li
t
y
t
o
com
p
le
te
t
he
i
r
t
hes
i
s
a
n
d
the
n
pre
f
er
t
o
d
o
m
ore
e
n
jo
ya
b
l
e
a
c
t
i
vi
tie
s,
th
oug
h,
in t
h
e
end,
the
y
bla
m
e
the
obje
c
t
s o
u
t
s
i
d
e
t
h
em
se
l
v
e
s
.
Base
d
o
n
t
he
r
esults
o
f
p
a
r
t
i
a
l
c
o
r
r
ela
t
i
on
a
n
al
ys
is
b
etwe
en
s
o
c
i
a
l
s
up
por
t
and
ac
adem
ic
procr
a
st
ina
t
i
o
n
,
it
is
r
ec
ogn
iz
e
d
t
ha
t
Zero-
o
rder
=
-
0.61
8
w
i
t
h
p
=
0
.
0
2
1
.
T
h
i
s
r
e
s
u
l
t
s
h
o
w
s
t
h
a
t
t
h
e
r
e
i
s
a
sign
ifica
n
t
ne
gat
i
ve
c
orre
la
tio
n
be
tw
e
e
n
socia
l
s
u
p
p
o
r
t
and
ac
a
de
mic
proc
rast
i
n
at
ion.
T
he
n
ega
t
ive
corr
elat
i
on
m
eans
t
h
a
t
t
he
l
ower
l
e
v
e
l
o
f
soc
i
al
s
up
p
o
rt,
t
h
e
h
i
g
h
e
r
le
vel
of
aca
dem
i
c
proc
ras
t
i
n
a
t
i
o
n
i
n
com
p
le
t
i
ng
a
the
s
is,
and
vi
c
e
v
e
r
sa.
The
s
o
c
i
a
l
s
u
p
por
t
t
h
a
t
t
he
c
ol
le
ge
s
tude
nts
get
w
i
l
l
a
ffec
t
h
o
w
the
y
s
ol
ve
t
he
ir
p
ro
b
l
e
m
.
A
hi
g
h
leve
l
of
s
oc
ia
l
sup
p
o
rt
w
i
ll
he
l
p
t
hem
t
o
m
ot
iva
t
e
t
h
em
selv
es
t
o
com
p
l
e
te
t
he
ir
t
hes
i
s
s
o
t
ha
t
proc
rast
i
n
a
tio
n
beha
v
i
or
c
a
n
b
e
dim
i
n
i
she
d
.
Wi
t
h
o
u
t
s
oc
ia
l sup
p
o
rt,
st
ude
n
t
s
w
i
ll
feel
s
tre
s
se
d
;
a
nd
fr
om
t
h
e
i
n
f
or
ma
t
i
o
n
,
the
r
e
s
e
a
r
c
h
e
r
g
o
t
f
r
o
m
s
e
v
e
r
a
l
s
t
u
d
e
n
t
s
,
t
h
a
t
t
h
e
y
f
e
e
l
i
n
c
a
p
a
b
l
e
o
f
f
in
ish
i
ng
t
he
ir
t
hes
i
s
w
i
t
h
ou
t
t
h
e
sup
p
o
rt
from
f
rie
n
d
s
a
nd
f
am
il
ies.
O
ne
s
tu
dy
ha
s
sh
ow
n
a
ne
gat
i
ve
r
ela
t
io
n
s
h
i
p
be
tw
ee
n
soc
i
al
s
u
ppor
t
an
d
procr
a
st
ina
t
i
o
n
i
n
s
tu
de
nt
s
[2];
h
ow
ever
,
t
h
e
resu
l
t
s
f
oun
d
a
c
o
rrel
a
t
i
o
n
b
e
t
w
een
s
o
c
i
a
l
su
pport
a
n
d
procr
a
st
ina
t
i
o
n
.
T
his show
s t
h
at soc
ia
l
su
p
p
o
r
t
con
t
rib
u
t
es t
o
the
em
erge
nc
e
of
p
rocra
s
tin
ati
o
n be
ha
v
i
or.
I
n
t
his
re
se
arc
h
,
the
r
e
su
lt
o
f
aca
dem
i
c
pro
c
r
a
stina
t
io
n
c
a
t
eg
o
riza
tio
n
i
n
c
om
p
l
e
t
ing
t
h
esis
f
rom
t
h
e
rese
arc
h
s
ub
je
cts
show
ed
t
ha
t
8
2
.5%
ar
e
i
n
t
he
m
e
d
i
u
m
cate
gor
y,
17.5
%
a
re
i
n
a
l
o
w
c
a
teg
o
ry,
a
nd
5%
a
re
i
n
the
h
i
gh
c
a
t
eg
or
y
.
T
he
r
esu
lt
of
t
h
i
s
c
o
mp
u
t
at
i
o
n
c
onc
lud
e
d
tha
t
the
m
a
jor
i
t
y
o
f
rese
arc
h
s
u
b
jec
t
s
(
c
ol
le
ge
stude
n
t
s)
q
u
i
t
e
o
fte
n
do t
h
e
procra
stina
t
i
on b
o
t
h
i
n star
ti
ng
o
r
com
p
le
ti
n
g
t
he the
sis.
The
re
sults
o
f
data
a
na
lys
i
s
re
veale
d
t
ha
t
t
h
e
ma
gnitu
de
o
f
the
c
or
relat
i
o
n
c
oeffic
i
e
n
t
b
e
tw
ee
n
t
h
e
in
t
e
rna
l
l
o
c
us
o
f
c
o
n
t
r
o
l
var
i
a
b
le
s
an
d
aca
d
e
m
i
c
procra
sti
n
at
i
o
n
in
c
om
ple
t
in
g
the
the
s
is
o
b
t
ai
ne
d
a
Ze
ro-
order
score
=
-
0
.70
4
w
i
t
h
a
va
lue
of
p
=
0
.00
0
.
Th
i
s
c
a
l
cu
la
t
i
o
n
show
e
d
t
ha
t
th
ere
is
a
v
er
y
si
g
n
i
f
ica
n
t
nega
t
i
ve
r
e
l
a
t
i
ons
h
i
p
be
tw
e
e
n
i
n
t
er
na
l
l
o
c
u
s
of
c
o
n
t
r
o
l
a
n
d
ac
a
dem
i
c
pr
o
c
ra
st
i
n
at
i
o
n
i
n
com
pl
e
t
i
ng the
the
s
is,
whi
l
e
t
h
e
m
a
g
n
i
t
ude
o
f
the
cor
r
elat
i
on
c
o
e
f
ficie
n
t
be
tw
een
t
he
v
a
ri
abl
e
s
of
s
o
c
i
a
l
su
ppo
rt
a
nd
a
c
a
d
e
mi
c
procr
a
st
ina
t
i
o
n
i
n
c
om
ple
t
in
g
the
thes
is
i
s
ob
ta
ine
d
Z
er
o-
order
s
c
o
r
e
=
-
0.
618
w
i
t
h
p
=
0
.
0
21.
O
f
t
h
e
tw
o
varia
b
l
e
s,
w
hi
ch
p
l
a
y
a
grea
te
r
r
o
l
e
i
n
de
te
rm
i
n
i
n
g
a
c
a
d
e
m
ic
p
r
ocr
a
s
tin
a
t
i
o
n
is
t
he
i
nt
er
nal
l
o
cu
s
the
o
f
t
h
e
con
t
ro
l
varia
b
l
e
.
The
be
lie
f
t
h
at
w
ha
t
de
ter
m
ines
o
ne
's
s
u
cce
ss
i
s
e
v
er
y
t
hi
n
g
t
ha
t
ha
p
p
e
ns
t
o
him,
b
e
c
a
u
se
o
f
fa
ct
ors
fr
om
w
it
h
i
n
h
i
m
s
el
f,
t
he
a
bi
l
ity,
in
te
r
e
st,
and
e
ffor
t
i
n
h
im
s
e
l
f;
w
ill
c
o
ntr
i
b
u
t
e
m
o
re
i
n
red
u
ci
ng
t
h
e
em
erge
nce
of
a
cade
m
ic
p
r
o
c
r
asti
nat
i
on
be
h
a
vior
.
S
o
m
e
on
e
w
i
l
l
t
r
y
t
o
c
o
m
plete
h
i
s
t
a
sk
s
bec
a
u
s
e
he
b
elie
ves
tha
t
t
he
s
ucc
e
s
s
o
f
h
i
s
s
t
ud
ie
s
is
m
ore
de
ter
m
ined
b
y
hi
s
o
w
n
e
fforts.
S
o
cial
s
u
p
por
t
a
l
so
p
rov
i
des
a
r
o
le
i
n
reduc
ing
t
h
e
e
m
erge
nce
o
f
a
c
a
de
mic
proc
rast
ina
t
i
o
n
be
ha
v
i
or.
S
o
me
o
n
e
w
h
o
g
e
t
s
s
up
po
rt
f
ro
m
ot
he
r
p
e
opl
e,
it
w
i
l
l
be m
ore
m
o
t
i
va
te
d to c
om
ple
t
e
the
i
r tasks.
Base
d
o
n
t
he c
a
l
c
u
l
a
tio
n o
f
t
h
e
coe
ffic
ie
nt
o
f
de
t
e
rm
i
n
a
tio
n, i
t is k
now
n t
h
at R2
=
0.5
30. Th
i
s m
eans
tha
t
i
n
t
erna
l
lo
c
u
s
o
f
c
o
n
tr
ol
a
nd
soc
i
al
s
up
por
t
g
i
ve
a
n
e
f
fe
c
t
i
ve
c
o
n
t
r
i
b
ut
i
on
as
m
uc
h
as
53%
(
R
sq
ua
red
0.53
0
x
10
0%
)
to
a
c
a
d
em
ic
p
r
o
cra
s
ti
na
ti
o
n
.
Th
is
a
lso
c
a
n
b
e
ass
u
m
ed
t
ha
t
a
c
a
d
emi
c
p
r
o
c
r
as
ti
n
a
tio
n
can
b
e
affec
t
e
d
b
y
o
t
he
r
fac
t
or
s
bes
i
de
s
in
ter
n
a
l
l
ocu
s
o
f
c
o
n
t
ro
l
a
n
d
s
oc
ia
l
su
pp
ort
b
y
47%
(
10
0%
-
53%
)
.
B
o
t
h
varia
b
l
e
s
pla
y
a
r
ole
in
d
e
t
e
r
m
i
ni
n
g
t
he
e
m
e
rgenc
e
o
f
aca
dem
i
c
procra
s
tina
t
io
n
be
ha
vi
or.
A
st
r
o
ng
b
e
lie
f
t
h
a
t
succe
ss
i
s
m
o
re
d
e
t
erm
i
ne
d
by
h
im
a
n
d
t
h
a
t
there
i
s
s
tr
on
g
s
u
pp
ort
from
o
uts
i
de
p
a
r
ties
w
i
l
l
r
ed
u
c
e
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es
E
du
c
.
IS
S
N
:
2252-
88
22
Titl
e
o
f
t
h
e m
a
nus
crip
t i
s
sh
o
r
t
a
nd cle
a
r, im
plie
s researc
h
resu
lts (First
Aut
hor)
36
7
em
erge
nce
o
f
a
c
a
de
mic
p
r
oc
ra
st
i
n
at
i
o
n
be
h
a
vi
or.
Ther
efore
sy
ner
gy
b
e
t
w
een
t
he
t
w
o
v
aria
ble
s
i
s
ne
eded
i
n
enc
our
ag
i
ng i
n
div
i
d
u
a
l
s t
o
c
o
m
ple
t
e
the
i
r
st
ud
y a
s
si
g
n
m
e
n
t
s.
4.
CONCL
U
S
ION
It
i
s
in
f
e
rre
d
th
at
t
h
e
re
i
s
a
very
s
i
gnificant
correlation
bet
w
een
i
n
t
er
n
a
l
loc
u
s
of
c
on
tro
l
a
nd
s
o
ci
a
l
sup
por
t
w
i
th
a
ca
dem
i
c
procr
a
st
i
n
a
tio
n
i
n
c
omple
t
in
g
a
th
esis.
M
or
eo
ver
,
b
ased
o
n
furt
her
ana
l
ys
is,
th
e
r
e
is
a
very
s
i
g
ni
fica
nt
n
eg
a
t
i
v
e
c
o
rre
l
a
t
i
on
be
tw
e
e
n
i
n
t
e
rnal
l
ocu
s
o
f
c
o
n
t
r
o
l
a
n
d
a
c
a
d
e
m
i
c
p
r
o
c
r
a
s
t
i
n
a
t
i
o
n
i
n
com
p
le
t
i
ng
a
t
h
es
is.
Th
is
f
in
din
g
m
e
a
ns
t
h
a
t
t
h
e
low
e
r
le
vel
of
i
nt
er
nal
loc
u
s
of
c
o
n
t
r
ol
,
t
h
e
hi
g
h
er
l
e
v
el
o
f
ac
adem
ic
p
ro
c
r
asti
nat
i
on
i
n
c
omple
t
i
ng
a
t
h
es
is,
a
n
d
vic
e
v
er
sa
.
Like
w
i
se
,
there
is
a
s
ig
nific
a
n
t
n
e
gat
i
v
e
corr
elat
i
on
be
tw
e
e
n
soc
i
al
s
upp
or
t
a
nd
ac
a
d
em
ic
p
ro
cr
ast
i
na
tio
n
i
n
c
o
mpleting
a
t
hesis.
T
his
r
e
sult
m
eans
t
h
at
t
h
e
l
o
w
e
r
l
e
v
el
o
f
so
ci
a
l
s
u
ppo
rt
,
th
e
h
i
gh
er
l
e
v
el
o
f
aca
de
mic
proc
ras
t
i
n
a
tio
n
in
c
om
ple
t
in
g
a
t
h
es
is
,
and
vice
ve
rsa.
T
h
e
a
na
l
y
sis
sh
o
w
ed
t
ha
t
the
i
n
ter
n
a
l
l
oc
u
s
o
f
c
o
n
t
rol
a
nd
so
c
i
al
s
u
ppo
rt
v
a
r
i
a
bl
es
m
ak
e
s
a
n
effec
t
i
v
e
c
ontr
i
bu
t
i
on
of
5
3%
t
o
aca
dem
i
c
pr
ocra
stina
t
i
on
in
c
o
m
p
le
t
i
n
g
t
he
t
hes
i
s,
s
o
it
ca
n
be
a
ss
ume
d
t
ha
t
there
ar
e stil
l
4
7
% of o
t
h
er
f
ac
tors t
hat a
f
fe
c
t
a
cade
m
ic
p
ro
cr
astina
t
i
o
n
i
n
c
om
pl
e
t
i
ng t
h
e
thes
is.
The
resul
t
s
of
t
hi
s
s
t
udy
h
a
v
e
b
een
s
up
p
o
rt
e
d
b
y
t
h
e
resu
lt
s
of
p
re
vi
ou
s
res
e
a
r
ch
s
o
t
h
at
i
t
c
a
n
b
e
mor
e
c
on
v
i
nci
ng.
C
om
b
i
n
a
t
i
on
of
i
n
t
er
na
l
lo
c
u
s
o
f
c
o
n
t
ro
l
an
d
s
oc
i
a
l
su
pp
ort
is
g
rea
t
i
n
de
term
in
ing
some
o
n
e
t
o
c
o
m
plete
t
h
eir
t
a
sks.
S
tude
nts
o
r
s
om
eone
w
h
o
h
as
a
h
i
gh
inte
rna
l
l
ocu
s
o
f
con
t
ro
l
w
ill
s
e
e
th
e
wo
rl
d
a
s
s
o
m
et
h
i
ng
t
h
a
t
can
b
e
c
ont
ro
ll
ed
s
o
th
at
h
i
s
b
e
h
a
v
i
o
r
pl
a
y
s
a
ro
l
e
i
n
it
,
s
o
t
hi
s
bel
i
ef
w
i
l
l
e
n
cou
r
a
g
e
him
to
c
omp
l
ete
hi
s
thes
is
/tas
k
s.
A
l
s
o
s
u
pp
orte
d
b
y
t
h
e
e
x
i
ste
n
c
e
o
f
o
utsi
ders
w
ho
pr
o
v
ide
fac
i
l
i
t
i
es,
ea
si
ne
ss,
ma
terial
a
nd
n
on-
ma
t
e
ria
l
s
u
p
por
t,
it
w
ill
furt
her
e
n
co
ura
g
e
s
o
me
one
o
r
st
u
d
en
ts
t
o
c
o
m
p
l
e
te
t
he
ir
tas
k
s or
t
he
s
i
s.
I
t
c
an
b
e
re
co
m
m
e
nded
for
un
i
v
ersi
tie
s,
t
h
a
t
i
t
i
s
nece
ssa
ry
t
o
p
r
o
v
i
de
p
syc
h
oe
duca
t
i
on
for
the
i
r
st
u
d
e
nt
s
so
t
ha
t
th
ey
h
av
e
c
o
nfi
d
e
n
c
e
t
h
at
w
h
a
t
d
e
t
e
rmi
n
es
s
u
c
c
e
s
s
i
s
m
ore
tha
n
t
he
msel
ves.
O
uts
i
ders
ac
t
u
a
l
l
y
a
ls
o
c
o
n
t
ri
bute
,
b
u
t
m
ore
a
r
e
thin
g
s
t
hat
a
r
e
in
t
he
ms
e
l
ve
s.
C
o
ope
ra
ti
o
n
i
s
n
eede
d
from
st
ude
n
t
s,
un
ive
r
si
t
i
e
s
,
a
nd
pa
ren
t
s
to
e
nc
o
u
rage
t
h
e
s
ucc
e
ss
of
t
he
se
s
t
u
de
n
t
s.
P
arents
a
lso
ne
e
d
t
o
c
a
re
m
ore
a
b
o
u
t
t
h
ei
r
ch
ild
re
n
to
h
av
e
a
st
rong
b
el
i
e
f
t
h
at
w
h
a
t
d
e
t
e
rmi
n
e
s
u
cc
e
s
s
are
th
emse
l
v
e
s
.
With
t
h
e
i
nt
ern
a
l
l
o
cu
s
o
f
con
t
ro
l
t
h
a
t
i
s
ow
ne
d,
s
om
eone
w
il
l
be
m
ore
able
t
o
c
o
n
t
ro
l
the
m
s
elve
s
an
d
try
to
c
omp
l
et
e
t
h
e
ta
sk
ac
cord
in
g t
o
th
e
t
i
m
e
gi
v
e
n.
REFE
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J.
B
urka
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uen
,
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P
r
ocrast
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ati
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hy
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. Wh
a
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To
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on
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a
tes
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U
n
i
t
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d K
i
n
gd
om,
and
A
u
s
t
ralia:
Arou
sal
an
d
Av
oidance
D
e
lays
a
mo
ng
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dults,
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rth Ame
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n
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ál
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P
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olan
o,
a
nd
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.
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a
l
l
e,
"
A
cadem
ic
P
rocras
tin
ati
on:
As
so
c
i
a
t
i
ons
w
it
h
P
e
rs
onal,
S
ch
ool
,
an
d
F
a
m
ily
,
"
T
h
e Sp
an
is
h Jo
urn
a
l
of
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ycho
l
o
g
y
,
v
o
l
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n
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1
,
pp
.
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18
–
1
2
7
,
2009
.
[5]
H.
C.
S
ch
ou
wenburg
,
"
Trait
P
r
o
c
ras
tin
ati
o
n
in
A
cadem
i
c
S
etti
n
g
s:
A
n
O
v
ervi
e
w
o
f
Stud
ents
w
ho
E
n
g
a
ge
i
n
Tas
k
Del
a
ys,
"
I
n
H
.
C.
S
cho
u
w
e
nbu
rg,
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L
ay
,
T
.
P
yl
chy
l
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&
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errari
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Co
un
se
ll
in
g Th
e
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st
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ato
r
in
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c
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n
g
s,
pp
.
3-1
8
,
Was
h
in
gt
on: A
m
e
rican
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s
y
ch
ol
ogic
a
l
Ass
o
ci
ati
on,
2
0
0
4
.
[6]
M
.
P
h
i
li
ps,
"
D
oes
L
o
cu
s
of
C
ont
rol
T
a
sk
I
nteres
t
Hav
e
a
n
Effect
o
n
Procrastinat
ion?
,"
The Huron Univer
sity
Co
lle
g
e
J
o
u
r
n
a
l
of Le
arning
an
d
Mo
tiv
a
tio
n
, vo
l
.
5
0
,
i
ssu
e
1
, ar
t
ic
l
e
8
, 20
1
2
.
[7]
A. E
l
l
is and
W
.J
.
Kn
aus
,
"
Ov
ercomi
n
g
Pro
c
rast
in
ati
o
n," New Yo
rk
:
Inst
it
ude
for Rational
Li
ving
,
19
77
.
[8]
L.
J.
S
olom
on
a
nd
E
.D.
Ro
t
h
b
l
u
m
,
"Acad
emi
c
P
ro
cras
ti
nation:
F
req
u
e
ncy
and
Cog
n
i
t
i
v
e
Beh
a
vi
oral
C
orrelat
e
s,
"
J
o
urna
l
o
f
Co
un
se
ling
Psy
c
h
o
l
og
y
,
vo
l.
31
,
pp.
5
0
3
-5
09
,
1
984
.
[9]
E.S
.,
A
l
exand
e
r
and
A
.
J
O
n
w
u
e
g
buzi
e
,
"
A
cade
m
ic
P
ro
crasti
na
tio
n
a
n
d
T
h
e
R
o
l
e
o
f
H
o
p
e
a
s
a
C
o
p
y
n
g
S
t
r
a
t
e
g
y
,
"
Per
s
on
a
l
it
y an
d
In
di
vid
ual Dif
f
er
en
ces
,
v
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l
.
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,
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77
1-1
7
8
0
, 2
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[10]
G.
B
es
w
i
ck,
E.D
.
R
ot
hblum,
a
n
d
L.
M
an
n,
"
Ps
ycho
lo
gi
cal
A
n
t
eced
e
nt
s
t
o
S
t
u
den
t
P
ro
crasti
na
t
i
o
n
,
"
Au
s
t
r
a
l
i
a
Ps
ychol
og
ist
,
vol.
2
3
,
p
p
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2
07-2
1
7
,
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988
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[11]
C.H.
L
ay
,
"A
m
ore
p
r
of
ile
A
nalys
i
s
of
p
rocras
tinat
ion:
A
s
earch
f
o
r
t
y
p
e
s
,
"
P
e
r
s
onality and Indi
vi
dual
D
iff
erence
s
,
vo
l.
8
,
p
p
.
7
0
5
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1
9
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7
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[12]
C.H.
L
ay
,
"At
L
a
s
t
,
M
y
R
es
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o
n
P
r
o
c
rasti
n
atio
n,"
J
o
ur
na
l
o
f
R
e
sea
r
ch
i
n
Per
s
o
nal
it
y
,
vo
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pp
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4
74-4
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5
,
1
9
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[13]
T.
J
an
ss
en,
and
J.S
.
C
arto
n
,
"
T
h
e
Eff
ects
o
f
L
o
c
us
o
f
Con
t
rol
a
n
d
T
ask
D
i
fficu
lt
y
On
P
rocrast
i
n
a
tion
,"
T
h
e J
o
ur
na
l
of
Gen
e
ti
c
Ps
ychol
og
y,
vo
l. 1
60
,
n
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B
.
J
.
C
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C
l
a
e
s
s
e
n
s
,
W
.
v
a
n
G
e
r
d
e
,
C
.
G
.
R
u
t
t
e
,
a
n
d
R
.
A
.
R
o
e
,
"
A
R
e
vi
ew
o
f
t
h
e
Ti
me
M
anag
e
m
ent
Lit
e
ra
t
u
re,"
Per
s
on
a
l
Revi
ew
,
v
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3
6
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S
.
W
on and
S.
L.
Y
u
,
"
Relat
i
o
n
s
of
Percei
ved
P
a
rent
a
l
A
uto
nom
y
S
u
p
p
o
rt
a
nd
C
on
tro
l
w
it
h
A
dolescents
’
A
c
a
d
em
ic
Tim
e
M
a
nagem
e
n
t
A
nd
P
r
ocrastin
ati
o
n
,
"
L
e
a
r
n
i
ng a
n
d
Indivi
dual
Differ
e
nces
,
vol.
61
,
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5
–
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1
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
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3
63
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68
36
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[16]
E. Ro
t
h
b
l
u
m,
L
.
So
lo
mo
n,
a
nd
J
.
Mu
rakami, "
Affe
ct
ive,
C
o
g
n
i
t
i
v
e
, and
Behavi
o
u
r
al D
iff
e
rences
Betw
een H
ig
h an
d
Low Procrasti
n
at
ors
,
"
Jour
nal of Coun
sel
l
i
ng Psyc
h
o
l
o
g
y
,
vo
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33,
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D. Ti
ce
and
R.
B
au
m
e
is
t
e
r,
"
Lo
ng
it
ud
i
n
al
S
tudy
o
f
Procrastinat
i
o
n
,
P
e
rf
orm
a
nce,
S
tres
s, and Health:
Th
e
Co
s
t
s
an
d
Benef
its
o
f Daw
d
l
i
ng
,"
Psych
olo
g
i
c
al
Sc
i
e
nce,
vo
l
.
8
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p.
45
4
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5
8
, 19
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7
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[18]
S
.
S
cher
a
n
d
J
.
F
e
rrari,
"T
he
R
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of
C
omplet
ed
a
n
d
N
onco
m
pl
e
ted
Task
s
t
h
ro
ugh
D
a
ily
L
ogs
to
M
easur
e
P
r
ocrast
in
ati
on,
"
Jour
na
l o
f
Social
Beh
a
vi
ou
r a
n
d
Pers
on
a
lit
y
,
vol.
1
5
,
p
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2
55
-2
6
5
,
2
00
0.
[19]
S
.
S
cher,
and
Ost
erm
a
n,
N
.,
"
P
ro
crast
i
natio
n,
C
o
n
sci
e
ntio
usn
e
ss
,
An
x
i
et
y,
a
n
d
G
o
a
ls:
Ex
p
l
oring
t
h
e
M
easuremen
t
and
Co
rrelates
of
P
rocrastinati
on
am
on
g
Scho
ol
-Ag
e
d
Chil
dren
,
"
P
s
ycholo
g
y in
the Schoo
ls
,
vol.
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pp
.
3
85-3
9
8
,
2
0
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H.
C.
S
ch
ou
wenb
urg
,
"
P
r
o
c
ra
s
tinat
or
a
nd
F
ear
o
f
F
a
ilure:
An
E
x
p
l
oratio
n
o
f
R
easo
n
f
or
P
rocras
tinat
i
on
,
"
Eu
ro
pe
n
J
o
urna
l o
f
Pe
rso
n
a
l
i
t
y
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v
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C.
S
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R.
K
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s
t
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a
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R
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J.
V
al
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"
S
el
f-Reg
u
l
a
tio
n
and
A
c
adem
ic
P
rocrast
i
n
a
tio
n
,
"
T
h
e J
o
ur
na
l of So
cia
l
Ps
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og
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v
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3
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A.
J
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Ho
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d
D
.
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W
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"
P
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ti
na
t
i
on:
A
s
s
oci
a
ti
ons
w
it
h
Ach
i
evem
en
t
G
o
a
l
O
ri
ent
a
ti
on
a
nd
L
ea
rn
ing
Strat
e
gies
,"
Pe
rs
on
al an
d
In
div
i
d
u
a
l Di
ffe
re
n
c
e
s
,
vo
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[23]
J.R.
F
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&
J
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D
í
az-Mo
rales
,
"
P
e
rcep
ti
on
s
of
S
e
l
f
-
Co
ncept
a
n
d
S
e
lf
-P
res
e
nt
a
t
i
o
n
by
P
r
ocras
t
i
n
ato
r
s:
F
urt
h
er
Evide
n
ce,"
Th
e
Sp
an
ish
J
o
urn
a
l
o
f
Psy
c
ho
lo
gy
,
vol.
1
0
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[24]
J.R.
F
errari
d
an
R
.
Em
m
o
n
s
,
"M
eth
o
d
s
o
f
P
r
o
c
rast
inatio
n
and
T
h
e
ir
R
elat
ion
to
S
e
l
f
C
o
ntrol
and
Sel
f
-
Rein
fo
rcem
ent,
"
Jour
na
l o
f
Social
Beh
a
vi
our
a
n
d
Pers
on
a
lit
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,
v
o
l. 1
0,
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5
-1
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[25]
G.
F
l
e
tt,
P
.
Hewitt
,
dan
T.
M
art
i
n,
"
Dimens
i
ons
o
f
Pe
rfect
ion
i
s
m
and
Procras
t
i
n
at
i
o
n,"
In
J
.
R.
F
errari
,
J
.
J
ohnson,
&
W
.
M
c
C
o
w
n
,
(
E
d
s
.
)
,
Pr
ocr
a
stin
atio
n an
d
T
a
sk Avo
i
d
ance: T
h
eory,
R
e
sea
r
ch a
n
d
Pra
c
ti
ce,
p
p
.
1
13
-1
36
,
Ne
w
York: Plenum
P
r
e
ss, 19
9
5
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[26]
W. van Eerd
e
,
"A M
eta-A
n
al
y
tical
l
y
Deriv
ed N
o
m
o
l
ogical
N
et
w
o
rk
o
f
P
rocras
ti
n
a
ti
on
,"
Per
s
o
n
a
l
it
y an
d
Ind
i
vid
ual
Diff
erences
,
vo
l.
3
5
,
p
p
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1-1
4
1
8
,
2
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[27]
S
.
F
i
n
d
l
e
y
a
n
d
V
.
C
o
o
p
e
r
,
"
A
c
a
d
e
m
i
c
L
o
c
u
s
o
f
C
o
n
t
r
o
l
:
A
R
e
l
e
v
a
n
t
Vari
able
a
t
Terti
a
ry
L
evel
,"
H
i
gh
er Ed
ucat
ion
J
o
urna
l,
vo
l.
5
,
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R.
A
bou
seri
e,
"
S
o
u
r
c
e
s
an
d
L
e
vels
o
f
S
t
ress
i
n
Rel
a
tio
n
to
L
o
c
u
s
o
f
C
o
n
t
r
o
l
a
n
d
S
e
l
f
-
E
s
t
e
e
m
i
n
U
n
i
v
e
r
s
i
t
y
Stud
e
n
ts,
"
Edu
c
at
io
na
l
Psycho
l
o
g
y: A
n
Inter
n
a
tiona
l
Jour
na
l o
f
Exper
i
m
e
nt
a
l
Educat
io
nal P
s
ych
olo
g
y,
vo
l.
14,
p
p
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3-3
30,
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9
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4
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[29]
Y.
S.
P
ark
an
d
U.
K
im
,
"
L
ocus
o
f
Co
nt
ro
l
,
A
tt
ribut
ion
a
l
S
t
yle,
a
nd
A
cadem
i
c
A
ch
iev
e
m
e
nt:
Com
p
arat
ive
An
aly
s
is
of
K
orean
-Chin
e
se,
and
Chin
ese s
t
u
d
en
ts
,"
As
ia
n
J
o
urna
l o
f
S
o
c
i
a
l
Psy
c
h
o
l
og
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,
vol.
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p
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1
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8
,
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B.
L.
B
eck,
S
.
R.
K
o
o
n
s
,
an
d
D
.
L
.
M
il
grim,
"Correlat
e
s
an
d
Co
ns
eq
uen
ces
o
f
Behav
i
oral
P
rocras
ti
nati
on
:
T
h
e
Eff
ects
o
f
A
cadem
ic
P
ro
crastina
t
io
n
,
S
elf
-
Con
s
c
i
o
u
s
n
es
s,
S
elf
-
E
st
eem
a
nd
S
e
lf
-Han
dicap
pi
ng
,
"
Jo
ur
na
l o
f
So
cial
Be
ha
v
i
or &
P
e
rso
na
li
ty
,
vo
l.
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p
p.
3
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,
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T.
J
acks
on,
K
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W
e
iss,
a
n
d
J
.J.
L
u
n
dqu
is
t,
"
Do
es
p
ro
crast
i
na
t
i
on
m
e
d
ia
te
t
he
r
e
l
a
t
io
nsh
i
p
be
t
w
e
e
n
o
pt
im
ism
a
n
d
su
bs
equen
t
s
tres
s?
,
"
J
o
u
r
na
l o
f
So
c
i
al
Be
h
a
v
i
or
an
d Pe
rson
a
lity
,
v
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l
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pp
.
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2
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M
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K.
N
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i
tt
en,
B.
M
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r
d
e
r,
a
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G
.
M
.
Kapak
l
a,
"
Rel
a
tions
hi
p
b
e
t
we
e
n
l
oc
us
o
f
c
o
n
t
ro
l,
o
p
tim
is
m
a
nd
acad
em
ic
p
erf
o
rm
ance,
"
P
r
o
cee
d
i
n
g
s
of
th
e An
nua
l Co
nf
erence
of
the
New
Jer
sey
Co
uns
e
l
i
ng
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ci
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tio
n
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t
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0
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S
ag
one,
an
d
M
.
E.
D
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Caro
li,
"
L
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f
Control
a
n
d
Acad
em
ic
S
elf
-
e
f
f
i
cacy
i
n
Un
iv
ers
i
ty
S
t
u
d
e
nts
:
T
h
e
E
ff
ect
of
S
elf
-
concep
ts
,"
Pr
ocedi
a
-s
oci
a
l
an
d
b
e
havi
o
r
a
l sci
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nces
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t
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J.
R
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t
t
e
r,
"
G
e
neral
i
zed
E
xp
ectanci
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f
or
I
n
t
ern
a
l
vers
us
E
xt
e
r
n
al
C
o
n
t
r
ol
o
f
Rein
f
o
rcem
ent,”
Psy
c
h
olo
g
ic
al
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nog
ra
phs: Gener
a
l
an
d
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T
ras
and
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y
d
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,
"
A
n
I
nves
t
i
g
a
t
ion
of
A
cadem
ic
P
rocrastin
ati
o
n
,
L
ocu
s
o
f
Co
nt
ro
l,
a
nd
Emot
ional
Intelligence,"
Na
ti
onal Congr
ess of
Psycho
l
o
g
i
c
a
l
Cou
n
s
e
l
i
n
g
a
n
d
G
u
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d
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ce
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23-6
3
2
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2
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M.J
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Bu
r
ger
, "Ki
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li
k
"
(
ç
e
v
.
İ.
D
.
E
r
g
u
v
an
S
ar
ı
oğlu
)
, İ
st
anbul: Kak
n
üs Y
ayın-
ları,
20
06
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[38]
A.
C
rider,
"
P
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ych
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ogy
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"
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C.D. S
addler an
d
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l
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"
P
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icto
rs
o
f
A
c
a
d
e
m
ic P
ro
crasti
nat
i
o
n
i
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Col
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