SELF-EFFICACY AND ACADEMIC PROCRASTINATION IN ENGLISH EDUCATION THESIS WRITING

Emilda Rofiqoh; Nina Hayuningtyas

doi:10.32503/edulink.v8i2.9476

Emilda Rofiqoh Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Nina Hayuningtyas Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

DOI: https://doi.org/10.32503/edulink.v8i2.9476

Abstract

Academic procrastination is a common problem faced by students during the thesis writing process, and self-efficacy is considered one of the related factors. This study aimed to examine the correlation between self-efficacy and academic procrastination in the thesis writing process among English Education students of Class 2022 at State Islamic University of Kiai Haji Achmad Siddiq Jember. This study employed a quantitative correlational design. The population consisted of 82 students actively writing their thesis and had not yet taken their thesis defense, and all of them were included as the sample using total sampling technique. Data were collected using a closed-ended questionnaire with a 4-point Likert scale, adapted from a previously validated instrument. The validity test showed that 32 of 36 self-efficacy items and all 35 academic procrastination items were valid. The reliability test showed Cronbach’s Alpha values of 0.873 and 0.887 respectively. The data were normally distributed and linear. The Pearson Product-Moment correlation analysis revealed a significant positive correlation between self-efficacy and academic procrastination (r = 0.591, p = 0.000). This finding suggests that higher self-efficacy does not necessarily reduce procrastination in thesis writing, possibly due to the seeming overconfidence effect in an ill-defined, long-term academic task.

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