Relationship between Academic Self-Efficacy and Procrastination Behavior of High School Students

Abstract

Education being the cornerstone of every society’s developmental history, educational achievement becomes increasingly important for an individual to accomplish his or her position in society. According to Bandura (1993), academic self- efficacy refers to a student’s belief in his or her ability to organize and execute academic activities and requirements. Procrastination is delaying the task or postponing the action until the last minute. It is performed without any specific reason or explanation. It is very common and prevalent in adolescents and young adults (Steel, 2010). The term “procrastination” comes from the Latin word “procrastinare”, meaning to put off until tomorrow. Pro means forward motion, and “crastinus” means belonging to tomorrow. This study examined the relationship between academic self-efficacy and procrastination behavior among high school students. The study consisted of 204 samples (171 girls and 33 boys) of eighth and ninth standard students from the state syllabus school. Purposive sampling was used in this study. Correlation analysis was performed using R programming. Here, we have a significant negative correlation of -0.7266766 between procrastination behavior and academic self-efficacy. That is, if the procrastination behavior scores increases, the academic self-efficacy score will decrease. These findings indicate the need to develop targeted interventions aimed at improving self-efficacy beliefs, improving study habits, potentially reducing procrastination tendencies, and enhancing academic outcomes.