Academic Procrastination Among Agriculture Students and Its Relationship With Academic Resilience

Abstract

Academic procrastination is frequently observed among university students and affects the management of academic tasks. Students differ in their ability to cope with academic difficulties and continue working towards their academic goals, making academic resilience relevant to understanding procrastination. The present study was undertaken to assess academic procrastination, identify associated factors and examine its relationship with academic resilience among university students of Chandra Shekhar Azad University of Agriculture and Technology, Kanpur. A cross-sectional study was conducted among 100 students, comprising 50 male and 50 female students. Data were collected via google forms using the Procrastination Assessment Scale for Students and the Academic Resilience Scale. Frequency, percentage, mean, Pearson’s product-moment correlation and simple linear regression were used for analysis. The findings revealed that moderate academic procrastination was predominant among male (80%) and female (76%) students. Moderate academic resilience was also predominant among male (54%) and female (72%) students. Dependency recorded the highest mean score (6.17 ± 1.78), followed by time management (6.13 ± 1.40) and difficulty making decisions (6.13 ± 1.44), whereas fear of success recorded the lowest mean score (4.96 ± 1.82). A strong negative and statistically significant relationship was observed between academic procrastination and academic resilience (r = −0.839, p < 0.001). Academic resilience was also a significant negative predictor of academic procrastination (β = −0.864, p < 0.001). The regression model was statistically significant (F = 288.072, p < 0.001) and explained 74.6 per cent of the variance in academic procrastination. Moreover, the students with greater academic resilience tended to experience lower levels of academic procrastination.