Hope of Success and Fear of Failure Predicting Academic Procrastination Students Who Working on a Thesis

Sari Zakiah Akmal (1*), Fitri Arlinkasari (2), Andi Ulfa Febriani (3),

(1) Fakultas Psikologi Universitas YARSI
(2) Fakultas Psikologi Universitas YARSI
(3) Fakultas Psikologi Universitas YARSI
(*) Corresponding Author

DOI: https://doi.org/10.24127/gdn.v7i1.724



Article Info
Submitted: 2017-03-21
Published: 2017-08-31
Section: ARTICLES



Abstract

Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure) in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (R2 = 13.8%, F = 14,356, p <0.05). The hope of success can decrease academic procrastination, while fear of failure can improve it. Thus, interventions to reduce academic procrastination can be delivered by increasing students hope of success.

Keywords


hope of success; fear of failure; academic procrastination

References


Azar, F. Sepehrian. (2013, Maret). Self Efficacy, Achievement Motivation and Academic Procrastination as Perdictors of Academic Achievement in Pre-College Students. Paper disajikan dalam the Global Summit on Education, Kuala Lumpur.

Ebadi, Setareh & Shakoorzadeh, Reza. (2015). Investigation of Academic Procrastination Prevalence and Its Relationship with Academic Self-Regulation and Achievement Motivation among High-School Students in Tehran City. International Education Studies, 8(10), 193 – 199. http://dx.doi.org/10.5539/ies.v8n10p193

Fibrianti, I. D. (2009). Hubungan antara dukungan sosial orangtua dengan prokrastinasi akademik dalam menyelesaikan skripsi pada mahasiswa Fakultas Psikologi Universitas Diponegoro Semarang. (Skripsi). Fakultas Psikologi Universitas Diponegoro. Semarang.

Fitri, K. N. (2012). Hubungan antara kecerdasan emosional dengan self efficacy belief dalam penyelesaian tugas akhir pada mahasiswa. Jurnal Universitas Gunadarma. Depok.

Fitriani, Andi Ulfa (2016). Peran Self Efficacy for Self-Regulated Learning (SRL) dan SRL dalam Memprediksi Perilaku Prokrastinasi Akademik pada Mahasiswa yang Sedang Menyusun Skripsi Serta Tinjauannya dalam Perspektif Islam. (Skripsi). Fakultas Psikologi Universitas YARSI, Jakarta.

Fatimah, Dhaniar Gusna. (2015). Hubungan antara Faktor Pembentuk Motivasi Berprestasi dengan Intensi Plagiarism pada Mahasiswa Serta Tinjauannya dalam Islam.(Skripsi). Fakultas Psikologi Universitas YARSI, Jakarta.

Handaru, A. W., dkk. (2014). Analisis perbedaan tingkat prokrastinasi ditinjau dari gender, socio-personal, locus of control, serta kecerdasan emosional: Studi pada Mahasiswa Program Studi Manajemen FE UNJ. Jurnal Riset Manajemen Sains Indonesia (JRMSI). 5(2).

Hannah. (2013). Hubungan antara Motivasi Berprestasi dengan Prokrastinasi Akademik pada Mahasiswa Fakultas Teknik Elektronika dan Komputer Uiversitas Kristen Satya Wacana. Retrieved April 27, 2016, from http://repository.uksw.edu/bitstream/123456789/6769/2/T1_802008074_Full%20text.pdf

Hendrianur. (2015). Hubungan dukungan sosial dan regulasi diri dengan prokrastinasi dalam menyelesaikan skripsi. eJournal Psikologi Fisip-Unmul. 3(2).

Huda, M.N.J. (2012). Perbedaan Prokrastinasi Akademik Berdasarkan Jenis Kelamin di UIN Sunan Kalijaga Yogyakarta. Jurnal PALASTREN 4(2).

Lang, Junas W.B. & Fries, Stefan. (2006). A reviesed 10-item version of the achievement motivaition scale: psychometric properties in german speaking samples. European Journal of Psychological Assessment, 22, 216-224.

McCloskey, J. D. (2011). Finally, my thesis on academic procrastin-ation. The University of Texas: thesis Sopah, Djamaah. (2000). Pengaruh Model Pembelajaran dan Motivasi Berprestasi terhadap Hasil Belajar. Jurnal Pendidikandan Kebudayaan, 5(22).

Olanrewaju, Adebayo S. (2010). Correlation between Academic Cheating Behavior and Achievement Motivation. Nature and Science, 8(12).

Sah, Maolana Mohammad. (2014). Hubungan LOC dan Ketakutan akan kegagalan dengan perilaku menyontek pada siswa. Tesis Magister Sains Psikologi Universitas Muhammadiyah Surakarta.

Singh, Kluwinder. (2011). Study of achievement motivation in relation to academic of achievement of students. International Journal of Educational Planning and Administration, 1 (1), 161 – 171.

Siregar, Mulia. (2015). Hubungan Antara Motivasi Berprestasi dengan Prokrastinasi Akademik Mahasiswa Psikologi Universitas Medan Area. Jurnal Pedagogi, 7, 15 Retrieved April 27, 2016, from http://jurnal.unimed.ac.id/2012/index.php/PAEDAGOGI/issue/current/showToc

Sirin, E. Faruk. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6(5), 447-455.

Smith, Robert L. (2015). A contextual measure of achievement motivation: Significance for research in counseling. VISITAS Online.

Sokolowska, J. (2009). Behavioral, Cognitive, Affective and Motivational Dimensions of Academic Procrastination Among Community College Students: A Methodological Approach. New York University.

Solihat, Iyat K. (2010). Hubungan Antara Motivasi Berprestasi dengan Prokrastinasi Akademik. Retrieved April 27, 2016, from http://eprints.ums.ac.id/8112/1/F100050273.pdf

Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. Psycological buletin. Vol. 133, Halaman 65-94.

Steinmayr, Ricarda. & Spinath, Brigit. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80 – 90.


Sari Zakiah Akmal
Fakultas Psikologi Universitas YARSI
Indonesia

Fitri Arlinkasari
Fakultas Psikologi Universitas YARSI
Indonesia

Andi Ulfa Febriani
Fakultas Psikologi Universitas YARSI

 
Dublin Core PKP Metadata Items Metadata for this Document
 
1. Title Title of document Hope of Success and Fear of Failure Predicting Academic Procrastination Students Who Working on a Thesis
 
2. Creator Author's name, affiliation, country Sari Zakiah Akmal; Fakultas Psikologi Universitas YARSI; Indonesia
 
2. Creator Author's name, affiliation, country Fitri Arlinkasari; Fakultas Psikologi Universitas YARSI; Indonesia
 
2. Creator Author's name, affiliation, country Andi Ulfa Febriani; Fakultas Psikologi Universitas YARSI
 
3. Subject Discipline(s)
 
3. Subject Keyword(s) hope of success; fear of failure; academic procrastination
 
4. Description Abstract Students, who are working on the thesis, have some difficulties caused by internal and external factors. Those problems can disrupt the completion of their thesis, such as the tendency to do academic procrastination. Increasing achievement motivation can reduce academic procrastination. This study aims to look at the role of achievement motivation (hope of success and fear of failure) in predicting academic procrastination. The study used a quantitative approach by distributing academic procrastination and achievement motivation questionnaires. The study involved 182 students who were working on a thesis as samples, which were obtained by using accidental sampling technique. Data were analyzed using multiple regressions. It showed that the hope of success and fear of failure have a significant role in predicting academic procrastination (R2 = 13.8%, F = 14,356, p <0.05). The hope of success can decrease academic procrastination, while fear of failure can improve it. Thus, interventions to reduce academic procrastination can be delivered by increasing students hope of success.
 
5. Publisher Organizing agency, location Universitas Muhammadiyah Metro
 
6. Contributor Sponsor(s) Penelitian ini terselenggara atas bantauan dana hibah penelitian internal Universitas YARSI
 
7. Date (YYYY-MM-DD) 2017-08-31
 
8. Type Status & genre Peer-reviewed Article
 
8. Type Type
 
9. Format File format PDF
 
10. Identifier Uniform Resource Identifier http://ojs.fkip.ummetro.ac.id/index.php/bk/article/view/724
 
10. Identifier Digital Object Identifier http://dx.doi.org/10.24127/gdn.v7i1.724
 
11. Source Title; vol., no. (year) GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling; Vol 7, No 1 (2017): JUNI
 
12. Language English=en en
 
13. Relation Supp. Files
 
14. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
15. Rights Copyright and permissions

Authors who publish with GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling agree to the following terms:

Creative Commons License
GUIDENA: Journal Of Guidance And Counseling, Psychology, And Education is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. GUIDENA offers all authors of journal articles allows their research openly available, free access and time restrictions.


All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in GUIDENA in whole or in part provided that the original work is properly cited. Users (redistributors) of GUIDENA are required to cite the original source, including the author's names, GUIDENA as the initial source of publication, year of publication, volume number and DOI (if available).