RELATIONSHIP BETWEEN THE SELF- EFFICACY, MOTIVATION

AND ACADEMIC PROCRASTINATION

CONCEPTUAL FRAMEWORK
SELF- EFFIACY
Self efficacy is a person’s belief about his ability and capacity to complete the task and to
deal with the challenges of life and for he can achieve the success in his or her life. We can
also say that self efficacy as ones confidence. Self efficacy is consisting of person’s attitude,
ability and agility and believe himself that he can do that with full his capability. For example
when you do your important work with full of self efficacy you belief so this self efficacy
help you to accomplish your task. Also construct of self-efficacy has been applied to
behaviors as diverse as: Self-management of chronic disease, Alcohol use, Eating, Pain
control, Smoking cessation, Exercise. According to Psychologist Albert Bandura self-
efficacy as one's belief in one's ability to succeed in specific situations or accomplish a task.
One's sense of self-efficacy can play a major role in how one approaches goals, tasks, and
challenges and According to Bandura, (1977, 1986, and 1997). Self-efficacy refers to an
individual's principle in his or her ability to implement the behaviors which is essential to
produce particular performance attainments.

MOTIVATION
The term motivation is derived from the Latin word ’mover’ which implies ‘to move’.
Motivation is inner feelings which encourage them to work for achievement of their goal and
complete their task. According to Glueck, Motivation is a inner state of a person which
energizes the channels and it also sustain the human behavior. It is a desire and enthusiasm to
do something and a Motivation shows that why are you doing something and your level of
desire to do something. According to Dai a Breachus, Motivation is a willingness of a person
to expand their energy, so that he can achieve the goals or rewards. For example if a person
who is motivated by the desire for achievement or status, power , recognisation may spend
many hours for studying, he can apply to graduate school, and can also wish to become a
college professor. A person who is motivated by money may have a desire to work hours for
higher pay, or he can accept a job as a salesperson in which the pay is according to the
number of products sold.
PROCRASTINATION
Procrastination (from Latin’s "procrastinar”) means avoidance of work that need to be
completed or putting off or delaying or postpones an action to a later time due to carelessness
and laziness. Procrastination can be defined as the postponement of work or task completion
which resulting in a state of unhappiness (Ferrari, Johnson, & McCown, 1995; Milgram,
1991) Specifically, academic procrastination is a pervasive and potentially behavior for many
university and college students which often resulting in feelings of psychological distress
(Solomon & Rothblum, 1984). Procrastination can also be defined as a way to avoid a task
or escape from undesirable tasks. Academic procrastinator is a student who is has not proper
poor time management skills and he is feeling stress or he chooses to put off work or
studying that needs to be done. The procrastinator usually justifies his action by saying that
"This is a boring assignment," or "I will do it later" because that time he is not interested in
that work.

LITERATURE REVIEW
Hajloo, N. (2014) suggested that self-esteem is likely to influence procrastination. The
mediation model in the research suggests that procrastinators suffer from low Self efficacy
that result in a general tendency to engage in behaviors, like task delay and avoidance, that
protect self-presentation by providing an excuse for poor performance and negative
outcomes.
Kiamarsi, A., & Abolghasemi, A. (2014) revealed that decreasing in procrastination and
increasing in levels of self-efficacy, it decreases psychological vulnerability in students and it
promote the personality, psychic and academic functions. Attentive the role of these variables
on psychological vulnerability in students, quality of their life and mental health of them can
be promoted by changing in cognitive and behavior.
Tuckman (1991) analyzed that there is a inverse relationship among general self-efficacy
beliefs in addition to procrastination among college students although this general self-
efficacy has not up till now been widely studied. More studies are required on the connection
among general self-efficacy and by means of other related variable, so this variable of general
self-efficacy is studied in this research to come across whether it is linked with behaviors
such as procrastination as well as the outcomes such as academic achievement along with
university students. Moreover the obtained data beginning the university students in Malaysia
will be seen on its own to determine the general level of self-efficacy between the
participants.
AlQudah, M. F., Alsubhien, A. M., & AL Heilat, M. Q. (2014) showed that there were
statistically significant differences at the level of Academic procrastination due to level of
achievement for favour of group who get (acceptable) in their achievement. It also found that
there were no statistically significant differences due to the type of college and the academic
achievement. In addition, the findings revealed that there were statistically significant
differences between of the academic procrastination scale and the self-efficacy scale.
Kandemir, M., İlhan, T., Özpolat, A. R., & Palanci, M. (2014) Discovered Academic
procrastinate behavior of the university student, it is seen that self efficacy, academic self
esteem, active planning a d biochemcal avoidance and coping skills explain academic
proscrastination together. It is determine self esteem predicts academic procrastination
negatively and at a meaningful level.
Batool, S. S., Khursheed, S., & Jahangir, H. (2017) emphasis that Self-esteem seems to
function as an academic self-regulatory mechanism that seems to help in decreasing academic
procrastination. It is concluded that self-esteem does not affect academic procrastination
directly, but it regulates students’ academic self-efficacy that determines the level of
academic procrastination. The study has also validated the notion that boys procrastinate
more than girls in the academic setting.
Mojtaba Pahlavani, Fariba Nadim Nezhad and Nadiya Nadim Nezhad (2015) proposed
that there was a negative and meaningful correlation between self-esteem’s overall scores
with self-control, organizing, progress and procrastination overall scores. But self-esteem
scores had a positive and significant correlation with distractibility. However, in the research
there was no meaningful correlation between impulsivity and self-esteem.
Sitara Waqar , Sameera Shafiq , Shazia Hasan, Phd (2016) investigate that there are 17%
influences of study variables such as intrinsic, extrinsic motivation, a motivation and
procrastination on the self-efficacy. However, intrinsic motivation and procrastination has
significantly contributed to the positive prediction of the academic self-efficacy of the
students studying in the Gujrat Campus. The Present study provides the significant results, it
does not show picture of perfection.
Cerino, E. S. (2014) indicated that academic motivation and self-efficacy were correlated
with procrastination, a hierarchical regression analysis revealed that self-efficacy did not
contribute to variance in procrastination beyond the variance accounted for by academic
motivation. As expected, academic motivation had a greater influence on academic
procrastination than self-efficacy

Roghani, L., Aghahoseini, T., & Yazdani, F. (2015) showed that there is a significant
relationship between self-efficacy and academic achievement and academic procrastination.
Another finding from the research is that academic procrastination components can well
explain the changes in academic achievement. The results also showed that self-efficacy and
academic procrastination could explain the changes related to academic achievement. Among
academic procrastination indices, procrastinating for examinations had a negative and
meaningful relationship with academic achievement. Multiple correlation coefficient results
show that there is a significant relationship between self-efficacy and academic
procrastination and academic achievement.
Fischer, C. (2000) implied that psychological studies of academic procrastination are
consistent with the standard natural resource management principles implied by the model,
when suitably adapted to task evasiveness, uncertainty, and multiple deadlines.
Rosetti, L. (2011) implied that students who engage in active procrastination may not be
intrinsically motivated in their studies. They may rely more on extrinsic motivation, or
completing homework for external rewards than the desire to learn. The results also show that
self-esteem, whether a student has a high or low level of self-esteem, is not related to the
procrastination they engage in. A perspective on these findings is that students procrastinate
with no bearing on their feelings for their studies or esteem.
Lily Sandhora, K. (2015) it was found that participants in the study exhibited moderate
procrastination tendency. This study also found that academic procrastination was
significantly negatively correlated with academic performance. Gender variable had no
impact on academic procrastination tendency, but had some impact on the relationship
between academic performance and academic achievement.
Taiz University in Yemen (2014) Results showed that there are statistically positive
correlations between self-efficacy and both intrinsic and extrinsic motivation, and self-
efficacy and performance, Also, there are statistically positive correlations between intrinsic
motivation and performance, and extrinsic motivation and performance. In addition, results
revealed that students high in self-efficacy and motivation performed better than those low in
self-efficacy and motivation.
Zhang, Z. J., Zhang, C. L., Zhang, X. G., Liu, X. M., Zhang, H., Wang, J., & Liu, S.
(2015) This study showed that the overall mean scores of the student nurses were low, and
there was a significant positive correlation between self-efficacy and achievement
motivation. Our findings also suggested that self-efficacy is related to age, educational level
instead of gender, and place of residence. Nursing managers can take measures to develop the
self-efficacy of student nurses depending on their educational levels. When the self-efficacy
beliefs of student nurses are developed, then their achievement motivation is also improved.
Chowdhury, M. S., & Shahabuddin, A. M. (2007) According to the findings, self-efficacy
is found to be significantly correlated to students’ motivation (both intrinsic and extrinsic)
and performance (grade). As expected, both intrinsic and extrinsic motivations are positively
correlated to academic achievement. Finally, regression analysis was performed to clarify the
influence of the variables and students’ achievement. The present study indicates that the
academic environment in Bangladesh should encourage self-efficacy and motivation among
students as predictors of academic success. Especially, academic advisors may find out self-
efficacy and motivation beliefs of students by way of questionnaires applicable to the
educational environment of the country.
Ersanlı, C. Y. (2015) The findings reveal that the students whose parents are university
graduates have the lowest means whereas those whose parents are primary school and
secondary school graduates have much higher self-efficacy. The reason might be the high
expectations and the standards the more educated parents have and set for their children. The
students who are struggling to satisfy their parents’ expectations might lose their selfefficacy
when compared to students whose parents are graduates of primary or secondary school.
Özer, B. U., & Saçkes, M. (2011) The findings revealed that participants who had higher
levels of procrastination reported to have higher life satisfaction more than did the
participants who have lower procrastination scores. The results of the present study pointed
that most of the students frequently engage in procrastination. Hence the results may provide
valuable data for counselor and educators to be aware of the procrastination levels of the
students particularly in academic setting.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) The findings reported here
indicate that co-op students fair better in some areas than students in a traditional non-co-op
program, reinforcing the need for work-integrated education for all students. For many of the
variables examined such as hope, self-efficacy, procrastination, information processing,
selecting main ideas, test strategies, motivation, concentration, and self-testing, students in
both cooperative education and traditional non-co-op programs appeared to be similar.
Drysdale, M. T., & McBeath, M. (2014) The causal role of students’ self-efficacy beliefs
and academic goals in self-motivated academic attainment was studied using path analysis
procedures. Parental goal setting and students’ self-efficacy and personal goals at the
beginning of the semester served as predictors of students’ final course grades in social
studies. In addition, their grades in a prior course in social studies were included in the
analyses. Students’ beliefs in their efficacy for self-regulated learning affected their perceived
self-efficacy for academic achievement, which in turn influenced the academic goals they set
for themselves and their final academic achievement. These findings were interpreted in
terms of the social cognitive theory of academic self-motivation.
Katz, I., Eilot, K., & Nevo, N. (2014) The findings of the current study highlight the
important role that the type of motivation students adopt towards homework plays in their
academic behavior while involved in homework. The study’s findings suggest that an
emphasis on helping students to develop a more adaptive type of motivation towards an
academic task could reduce negative consequences and support positive consequences.
Maladaptive behaviors that have been implemented are difficult to change .
Wolters, C. A. (2003) The results illustrate that there are significant negative relationships
between task value, self-efficacy for learning and performance, intrinsic goal orientation and
academic procrastination. Moreover, the results indicate a significant positive relationship
between test anxiety and academic procrastination. However, there is no relationship between
extrinsic goal orientation and academic procrastination. This finding is in line with the
results of previous studies. High academic procrastination is related to low task pleasantness
or task value.
Murphy, S. (2015) The findings in the current study make a useful contribution to the body
of literature on the internal challenges faced by students in third-level education. As the
cohort of students becomes increasingly diverse in Ireland and internationally, the difference
between traditional and non-traditional students in terms of perceived stress levels is very
important for third-level education administrators to consider. Non-traditional students
reported lower 37 rates of stress than traditional students and educators will need to consider
stress levels of different student groups in their teaching.
Kurland, R. M., & Siegel, H. I. (2016) showed that higher levels of either attachment
anxiety or attachment avoidance were related to students’ lower final grades. Students who
indicated that they had high levels of attachment anxiety had high levels of procrastination
and low levels of self-efficacy. However, there was no correlation between attachment
avoidance and measures of procrastination or self-efficacy. Attachment avoidance, however,
was related to students’ overall lower cumulative GPA. By finding ways to increase students’
self-efficacy and decrease their procrastination tendencies, attachment insecurity may have
less of an effect on student success and thus lead to higher levels of academic success.
Kahn, Z. A. (2011) A significant, negative correlation was found. This correlation was
strong and indicated that as procrastination increased self-efficacy decreased (or as
procrastination decreased self-efficacy increased). The key finding of the study was that
there was a positive correlation between procrastination and self-efficacy within the doctoral
student population. Some of the current literature on procrastination in graduate students
involves self efficacy as a variable. there is currently only limited research that has been
undertaken in the field of procrastination in graduate students, it is difficult to state if the
results of the present study are consistent with the literature.

OBJECTIVES

 To restandardization measures to evaluate motivation, self- efficacy and Academic

procrastination in UG & PG students
 To find out the factor underlying between self-efficacy, motivation and
procrastination.
 To measure the impact of self efficacy and academic procrastination on motivation of
students of college.
 To open new vista for further study

RESEARCH METHODOLOGY

The study
The study is causal in nature survey being with use as method compete the study.

Sampling Design

Sampling Population: All the students of under graduates and post graduates of Gwalior
region(Management and Technical)
Sampling Element: Individual person

Sampling Size : 100 students

Sampling Techniques: Non – Probability purposive sampling technique was used to collect
the data.
Tools for data collection: standardize questionnaire the questionnaire was in likert type scale
in which 1 stands for strongly disagree and 5 stands for strongly agree.

Tools for data analysis

 Factor analysis was applied to identify the factors underlying self efficacy ,
motivation and academic procrastination
 Regression analysis was used to find out the relationship between variables.

Data Analysis
Reliability analysis
The reliability of the questionnaire had been carried out for the different item scale by using
the Cronbach’s alpha test and all the results are reliable in nature which is shown as in the
following table

Variable name Cronbach's Alpha N of Items

Motivation 0.854 21
Academic Procrastination 0.682 8
Self- Efficacy 0.773 10
Regression analysis

The regression is calculated by taking academic procrastination and self efficacy as

independent variable and academic motivation as dependent variable by using SPSS
software. For regression two hypotheses were formed.
Null hypothesis (Ho): it states there is no significant impact of procrastination and self
efficacy on motivation of students

Model Summary
Model Adjusted R Std. Error of the
R R Square Square Estimate
d

.632a
i

1 .609 .501 12.21414

m
e
n
s
i
o
n
0

a. Predictors: (Constant), ap, se

The value of r is coffiecient of correlation whose value is 0.632 which indicate correlation between the
three variables. The adjusted r square value of the relationship is 0.501 which is indication that the
independent variables i.e self efficacy, procrastination explains 50% of variance in academic motivation
of students .
ANOVAb

Model Sum of Squares df Mean Square F Sig.

1 Regression 1078.077 2 539.039 3.613 .031a

Residual 14470.963 97 149.185

Total 15549.040 99

a. Predictors: (Constant), ap, se

b. Dependent Variable: am

Coefficientsa

Model Standardized
Unstandardized Coefficients Coefficients

B Std. Error Beta T Sig.

1 (Constant) 65.507 12.647 5.179 .000

se .804 .309 .308 2.603 .011

ap -.882 .437 -.239 -2.017 .046

a. Dependent Variable: am

The linear regression was applied between self efficacy and procastrination as independent variable and
academic motivation (dependent variable). The result of regression indicates the dependent between self
 efficacy and procastrination as independent variable and academic motivation (dependent variable) has
significant impat on motivation of studentsct on academic .
As the value of beta 0.802 and value of t 2.603 is significant at 0.011 level of significant for the
relationship between self efficacy and academic motivation and beta value -0.882 and t value -2.017 at
0.046 level o significance So we reject the null hypothesis that there is a no significant impact of self
efficacy and procrastination on academic motivation of students but the negative value for procrastination
suggest negative relationship between the variables.

CONCLUSION
The objective of study is to assess the relationship among procrastination, motivation and self-efficacy, and as
per the investigation of regression analysis found that there is an impact of academic procrastination and self-
efficacy on motivation. Previous researches supported the conclusion of the current study. Results show that the
self-efficacy is positively while academic procrastination was negatively associated with motivation. The results
of previous studies indicated that academic self-efficacy and academic procrastination significantly related with
student achievement motivation, also proposing that highly self-efficacious students had higher academic
motivation but procrastination reduces the motivation of students.

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