The purpose of his study was to assess the attitudes of Israeli high-school students regarding academic procrastination and the correlation of such attitudes to gender, anxiety, class absence, and academic achievements as given by expected grades. A total of 77 (38 female) students were surveyed, and the results showed that gender does not play a role in attitudes toward procrastination, class absence or school achievements, even though female adolescents showed a significantly stronger tendency towards trait anxiety. Academic procrastination was correlated to class absence, likely because they are driven by similar causes. Academic procrastination was found to be inversely correlated with self-assessment of success in some courses (mathematics, grammar) but not others (literature, foreign language). It was suggested that this is due to the demands of the different topics and the ability to be placed at different levels that match the student’s abilities.
KeywordsYouthHigh SchoolProcrastination
Austin, W. A., & Totaro, M. W. (2011). Gender Differences in the Effects of Internet Usage on High School Absenteeism. The Journal of Socio-Economics, 40, 192-198. https://doi.org/10.1016/j.socec.2010.12.017
Bakhshayesh, A., Radmanesh, H., & Bafrooee, K. B. (2016). Investigating Relation between Academic Procrastination and Math Performance of Students in First Year of High School. Journal of Educational and Management Studies, 6, 62-67.
Balkis, M., & Duru, E. (2016). Procrastination, Self-Regulation Failure, Academic Life Satisfaction, and Affective Well-Being: Underregulation or Misregulation Form. European Journal of Psychology of Education, 31, 439-459. https://doi.org/10.1007/s10212-015-0266-5
Balkis, M., & Duru, E. (2017). Gender Differences in the Relationship between Academic Procrastination, Satifaction with Academic Life and Academic Performance. Electronic Journal of Research in Educational Psychology, 15, 105-125. https://doi.org/10.14204/ejrep.41.16042
Benner, A. D. (2011). The Transition to High School: Current Knowledge, Future Directions. Educational Psychology Review, 23, 299-328. https://doi.org/10.1007/s10648-011-9152-0
Berdichevsky, N. (2016). Modern Hebrew: The Past and Future of a Revitalized Language. McFarland & Company.
CBS (2021). Israel Central Bureau of Statistics. https://www.cbs.gov.il/he/publications/DocLib/2021/2.ShnatonPopulation/st02_22.pdf
CBS (2022). Israel Central Bureau of Statistics. https://www.cbs.gov.il/he/Settlements/Pages/%D7%9E%D7%95%D7%A2%D7%A6%D7%95%D7%AA%D7%90%D7%96%D7%95%D7%A8% D7%99%D7%95%D7%AA/%D7%9E%D7%95%D7%A2%D7%A6%D7%94%20%D7%90%D7%96%D7%95%D7%A8%D7%99%D7%AA%20%D7%9E%D7%92%D7%99%D7%93%D7%95.aspx
Celik, C. B., & Odaci, H. (2022). Subjective Well-Being in University Students: What Are the Impacts of Procrastination and Attachment Styles? British Journal of Guidance & Counselling, 50, 768-781. https://doi.org/10.1080/03069885.2020.1803211
Cetin, N., & Ceyhan, E. (2018). The Relationship between the Academic Procrastination of High School Students and the Trait Anxiety, Irrational Belief, Self-Regulation and Academic Achievement. Hacettepe üniversitesi Eğitim Fakültesi Dergisi—Hacettepe University Journal of Education, 33, 460-479. https://doi.org/10.16986/HUJE.2017028261
Chen, J. (2022). The Effect of Social Network Sites Usage on Absenteeism and Labor Outcomes: Longitudinal Evidence. International Journal of Manpower. https://doi.org/10.1108/IJM-06-2021-0338
Comeau, N., Stewart, S. H., & Loba, P. (2001). The Relations of Trait Anxiety, Anxiety Sensitivity, and Sensation Seeking to Adolescents’ Motivations for Alcohol, Cigarette, and Marijuana use. Addictive Behaviors, 26, 803-825. https://doi.org/10.1016/S0306-4603(01)00238-6
Cortina, K. S., Arel, S., & Smith-Darden, J. P. (2017). School Belonging in Different Cultures: The Effects of Individualism and Power Distance. Frontiers in Education, 2, Article 56. https://doi.org/10.3389/feduc.2017.00056
Dattel, L. (2021). Israel’s Schools Are Flunking English, and Startup Nation Is Paying the Price. Haaretz. https://www.haaretz.com/israel-news/2021-03-05/ty-article/.premium/israelis-poor-command-of-english-is-a-growing-problem-for-high-tech/0000017f-ebd0-dc91-a17f-ffddf5580000
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD Rating Scale-IV (for Children and Adolescents): Checklists, Norms, and Clinical Interpretation. Guilford Publications.
Duru, E., & Balkis, M. (2014). The Roles of Academic Procrastination Tendency on the Relationships among Self Doubt, Self Esteem and Academic Achievement. Egitim Ve Bilim—Education and Science, 39, 274-287.
Eriksson, K. (2020). Gender Differences in the Interest in Mathematics Schoolwork across 50 Countries. Frontiers in Psychology, 11, Article 578092. https://doi.org/10.3389/fpsyg.2020.578092
Evans, D., Borriello, G. A., & Field, A. P. (2018). A Review of the Academic and Psychological Impact of the Transition to Secondary Education. Frontiers in Psychology, 9, Article 1482. https://doi.org/10.3389/fpsyg.2018.01482
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. https://doi.org/10.3102/00346543074001059
Gentile, B., Grabe, S., Dolan-Pascoe, B., Twenge, J. M., Wells, B. E., & Maitino, A. (2009). Gender Differences in Domain-Specific Self-Esteem: A Meta-Analysis. Review of General Psychology, 13, 34-45. https://doi.org/10.1037/a0013689
Goldman, A. D., & Penner, A. M. (2016). Exploring International Gender Differences in Mathematics Self-Concept. International Journal of Adolescence and Youth, 21, 403-418. https://doi.org/10.1080/02673843.2013.847850
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring Different Types of Academic Delayers: A Latent Profile Analysis. Learning and Individual Differences, 23, 225-233. https://doi.org/10.1016/j.lindif.2012.09.014
Hajloo, N. (2014). Relationships between Self-Efficacy, Self-Esteem and Procrastination in Undergraduate Psychology Students. Iranian Journal of Psychiatry and Behavioral Sciences, 8, 42-49.
Kearney, C. A. (2001). School Refusal Behavior in Youth: A Functional Approach to Assessment and Treatment. American Psychological Association. https://doi.org/10.1037/10426-000
Kearney, C. A., & Silverman, W. K. (1993). Measuring the Function of School Refusal Behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology, 22, 85-96. https://doi.org/10.1207/s15374424jccp2201_9
Kearney, C. A., Lemos, A., & Silverman, J. (2004). The Functional Assessment of School Refusal Behavior. The Behavior Analyst Today, 5, 275-283. https://doi.org/10.1037/h0100040
Kling, K. C., Hyde, J. S., Showers, C. J., & Buswell, B. N. (1999). Gender Differences in Self-Esteem: A Meta-Analysis. Psychological Bulletin, 125, 470-500. https://doi.org/10.1037/0033-2909.125.4.470
Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R., & Allen, N. B. (1998). Gender Differences in Anxiety Disorders and Anxiety Symptoms in Adolescents. Journal of Abnormal Psychology, 107, 109-117. https://doi.org/10.1037//0021-843X.107.1.109
Li, X. C., Zhou, M. M., & Zhang, X. T. (2022). Rational and Irrational Beliefs in Understanding Academic Procrastination. Journal of Genetic Psychology, 183, 23-39. https://doi.org/10.1080/00221325.2021.1997895
Lu, D., He, Y., & Tan, Y. (2022). Gender, Socioeconomic Status, Cultural Differences, Education, Family Size and Procrastination: A Sociodemographic Meta-Analysis. Frontiers in Psychology, 12, Article 719425. https://doi.org/10.3389/fpsyg.2021.719425
Makarova, E., Aeschlimann, B., & Herzog, W. (2019). The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of Math and Science on Secondary Students’ Career Aspirations. Frontiers in Education, 4, Article 60. https://doi.org/10.3389/feduc.2019.00060
Mandap, C. M. (2016). Examining the Differences in Procrastination Tendencies among University Students. International Journal of Education and Research, 4, 431-436.
McLean, C. P., Asnaani, A., Litz, B. T., & Hofmann, S. G. (2011). Gender Differences in Anxiety Disorders: Prevalence, Course of Illness, Comorbidity and Burden of Illness. Journal of Psychiatric Research, 45, 1027-1035. https://doi.org/10.1016/j.jpsychires.2011.03.006
Milgram, N. A., Batori, G., & Mowrer, D. (1993). Correlates of Academic Procrastination. Journal of School Psychology, 31, 487-500. https://doi.org/10.1016/0022-4405(93)90033-F
Milgram, N., & Toubiana, Y. (1999). Academic Anxiety, Academic Procrastination, and Parental Involvement in Students and Their Parents. British Journal of Educational Psychology, 69, 345-361. https://doi.org/10.1348/000709999157761
Nomenclature, A. P. A. C. O., Statistics, & Association, A. P. (2008). Diagnostic and Statistical Manual of Mental Disorders: DSM-I Original Edition. BN Publishing.
Özer, B. U., & Ferrari, J. R. (2011). Gender Orientation and Academic Procrastination: Exploring Turkish High School Students. Individual Differences Research, 9, 33-40.
Reinecke, L., Meier, A., Beutel, M. E., Schemer, C., Stark, B., Wölfling, K., & Müller, K. W. (2018). The Relationship between Trait Procrastination, Internet Use, and Psychological Functioning: Results from a Community Sample of German Adolescents. Frontiers in Psychology, 9, Article 913. https://doi.org/10.3389/fpsyg.2018.00913
Simmons, R. G. (1987). Social Transition and Adolescent Development. New Directions for Child and Adolescent Development, 1987, 33-61. https://doi.org/10.1002/cd.23219873704
Spielberger, C., Edwards, C., Lushene, R., Montuori, J., & Platzek, A. (1973). STAIC, State-Trait anxiety Inventory for Children (Consulting). Consulting Psychologists Press.
Steel, P. (2007). The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133, 65-94. https://doi.org/10.1037/0033-2909.133.1.65
Steel, P., & Klingsieck, K. B. (2016). Academic Procrastination: Psychological Antecedents Revisited. Australian Psychologist, 51, 36-46. https://doi.org/10.1111/ap.12173
Steel, P., Brothen, T., & Wambach, C. (2001). Procrastination and Personality, Performance, and Mood. Personality and Individual Differences, 30, 95-106. https://doi.org/10.1016/S0191-8869(00)00013-1
Tezer, M., Ulgener, P., Minalay, H., Ture, A., Tugutlu, U., & Harper, M. G. (2020). Examining the Relationship between Academic Procrastination Behaviours and Problematic Internet Usage of High School Students during the COVID-19 Pandemic Period. Global Journal of Guidance and Counseling in Schools: Current Perspectives, 10, 142-156. https://doi.org/10.18844/gjgc.v10i3.5549
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal Study of Procrastination, Performance, Stress, and Health: The Costs and Benefits of Dawdling. Psychological Science, 8, 454-458. https://doi.org/10.1111/j.1467-9280.1997.tb00460.x
Ungvary, S., McDonald, K. L., & Benish-Weisman, M. (2018). Identifying and Distinguishing Value Profiles in American and Israeli Adolescents. Journal of Research on Adolescence, 28, 294-309. https://doi.org/10.1111/jora.12330
Van Droogenbroeck, F., Spruyt, B., & Keppens, G. (2018). Gender Differences in Mental Health Problems among Adolescents and the Role of Social Support: Results from the Belgian Health Interview Surveys 2008 and 2013. BMC Psychiatry, 18, Article No. 6. https://doi.org/10.1186/s12888-018-1591-4
Van Eerde, W. (2003). A Meta-Analytically Derived Nomological Network of Procrastination. Personality and Individual Differences, 35, 1401-1418. https://doi.org/10.1016/S0191-8869(02)00358-6
Wang, Y. F. (2021). Academic Procrastination and Test Anxiety: A Cross-Lagged Panel Analysis. Journal of Psychologists and Counsellors in Schools, 31, 122-129. https://doi.org/10.1017/jgc.2020.29
Wieman, R., & Arbaugh, F. (2014). Making Homework More Meaningful. Mathematics Teaching in the Middle School, 20, 160-165. https://doi.org/10.5951/mathteacmiddscho.20.3.0160
Xu, S. (2021). Academic Procrastination of Adolescents: A Brief Review of the Literature. Psychology and Behavioral Sciences, 10, 198-208. https://doi.org/10.11648/j.pbs.20211006.12
Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal Examination of Procrastination and Anxiety, and Their Relation to Self-Efficacy for Self-Regulated Learning: Latent Growth Curve Modeling. Educational Sciences-Theory & Practice, 16, 5-22. https://doi.org/10.12738/estp.2016.1.0108