Procrastination CaseFigure shows the proportion of male and female in causes of procrastination among UiTM students whether they strongly agree, agree, disagree, or strongly disagree with they do not manage time properly. There was a different result in the selection of features they do not manage time properly by both male and female students of UiTM. The numbers of male students who strongly agree with they do not manage time properly are suitable moderate higher than female which were 4 and 2 respectively. The numbers of male and female students who agree with they do not manage time properly are suitable almost equally were 11 and 12 respectively. The numbers of male and female students who disagree with features they do not manage time properly are suitable equally were both 12 respectively. The numbers of male students of UiTM who strongly disagree with they do not manage time properly were suitable moderate higher than female which were 3 and 4 respectively. In conclusion, majority of both male and female students of UiTM are equally agree and disagree with they do not manage time properly.
Figure shows the proportion of male and female in causes of procrastination among UiTM students whether they strongly agree, agree, disagree, or strongly disagree with complete easier or low priority tasks before the tough tasks. There was a different result in the selection of features complete easier or low priority tasks before the tough tasks by both male and female students of UiTM. The numbers of male students who strongly agree with they complete easier or low priority tasks before the tough tasks are suitable moderate higher than female which were 7 and 6 respectively. The numbers of female students who agree with complete easier or low priority tasks before the tough tasks are suitable higher than male which were 15 and 11 respectively. The numbers of male students who disagree with features complete easier or low priority tasks before the tough tasks are higher
When examining the relationship between education level and procrastination, the main analysis used a method of choosing subjects: “We conducted regression analysis of random effects for subjects and assessed the effect size of these changes across subjects, using the three major predictor variables for students: education level, percentage of students in high school or in university, percentage of students in school with or without college education; social class level, percentage between UiTM and the general population (including the community), and number of days in the past week that a student attempted (i.e., the week before he had completed his task, the week prior to the test for a particular task, or the day after the test if the student left the state at any time” [8]. We used this approach to assess whether more common students (those with a greater education, more income, and working hours) report taking longer than average time off to do their homework. An analysis using a simple multiple regression with a second variable of course performance, the regression equation that results in mean and SD for a student’s last week of non-scratch homework, will also yield significant results for students who reported taking only a short time off between the week of the first and the last week of non-scratch homework to undertake.
These findings demonstrate one of the fundamental principles of our research: that students are self-centered in their responses to homework. Therefore, one should remember to take control over the response times for homework at all times in a classroom. This helps to avoid situations when students feel pressured to complete their homework more quickly than students would actually succeed in doing so [9].
References
Adolphs, P. M. (2006). The relationship between education and procrastination: The role of work related time control. British Journal of Psychology 102(4), 547–573. doi: 10.1037/a001217.102
Anderson, R. A., M. W. Kopp, J. A. O’Halloran, D. K. Halloran, and R. J. Kopp (2000). The impact of family-specific training on the development of procrastination: findings from a cross-country, cross border study. Journal of College and Adolescent Health 47(4), 961–961. Retrieved 17 October 2014 from http://www.collegeabuc.org/research/research/childhood_school_competing_probability_from_probability_theory_as_impact_of_family_training_on_the_development_of_probability
Anderson, R. A. (2005). The importance of working-to-work hours for the development of procrastination: Evidence from cross country, cross border school training. British Journal of Psychology 100(01), 675–795. Retrieved 7 October 2014 from http://www.collegeabuc.org/research/childhood_school_competing_probability_from_probability_theory_as_impact_of_work_to_work_hours
Anderson, R. A., and J. J. Kopp (2002). Children of school-aged teenagers engage in more homework and spend more time on it: Evidence from a cross-country, cross border study. Journal of College and Adolescent Health 47(1), 835–868. doi: 10.1037/a001217.10
Anderson, R. A., J. J.